Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (4)
- Psychology (3)
- Cognitive Psychology (2)
- Educational Psychology (2)
- Arts and Humanities (1)
-
- Bilingual, Multilingual, and Multicultural Education (1)
- Curriculum and Instruction (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Technology (1)
- English Language and Literature (1)
- Higher Education (1)
- Information Literacy (1)
- Library and Information Science (1)
- Personality and Social Contexts (1)
- Scholarship of Teaching and Learning (1)
- Social Psychology (1)
- Keyword
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Education
Teaching With Data In The Social Sciences At Washington University In St. Louis: An Ithaka S+R Local Report, Jennifer Moore, Christie Peters, Dorris Scott, Jessica Kleekamp
Teaching With Data In The Social Sciences At Washington University In St. Louis: An Ithaka S+R Local Report, Jennifer Moore, Christie Peters, Dorris Scott, Jessica Kleekamp
University Libraries Publications
No abstract provided.
Does The Combination Of Spacing And Testing Promote Transfer Beyond Either Strategy Alone?, Zeynep Oyku Uner
Does The Combination Of Spacing And Testing Promote Transfer Beyond Either Strategy Alone?, Zeynep Oyku Uner
Arts & Sciences Electronic Theses and Dissertations
Testing and spacing improve long-term retention and their combination boosts retention further. Despite the combined benefits of spaced testing, it is unclear whether these benefits extend to situations where students learn from lengthy and complex textbooks and need to use concept knowledge in novel ways. To address this issue, in the current study, college students were asked to read from a textbook and review key concepts twice, either back-to-back within the same session or in two sessions spaced two days apart. To review concepts, students either took definition quizzes with feedback (short-answer in Experiment 1, multiple-choice in Experiment 2) or …
Clear Adjustment: Status Self-Concept Clarity And Emotion Regulation, Isidro Landa
Clear Adjustment: Status Self-Concept Clarity And Emotion Regulation, Isidro Landa
Arts & Sciences Electronic Theses and Dissertations
One factor associated with a person’s adjustment during important life transitions is self-concept clarity (SCC)—“the extent to which the contents of an individual's self-concept (e.g., perceived personal attributes) are clearly and confidently defined…”. However, it is not fully understood why and for whom SCC predicts adjustment. Recent work suggests that SCC may function as a resource for regulatory functions, allowing one to focus on long-term self-relevant goals rather than narrowly focusing on regulating immediate discomfort associated with uncertainty. It is possible that having high SCC facilitates emotion regulation in such a way that it allows one to engage and further …
The Effects Of Question Difficulty Order On Metacognitive Judgments During An Online Test, Wei-Chieh Fang
The Effects Of Question Difficulty Order On Metacognitive Judgments During An Online Test, Wei-Chieh Fang
Arts & Sciences Electronic Theses and Dissertations
Three experiments were conducted to examine the effects of question difficulty order on people’s judgments of test performance and test experiences. Building on the finding that ordering questions from easy to hard often leads to overconfidence (i.e., a retrospective bias), the study aimed to examine the generality and robustness of this effect by having participants from a diverse population take an online test and then make a post-test judgement of their performance. In addition to using the same ascending and descending order of difficulty as prior research, the study also explored how the U-shaped order (e.g., easy-hard-easy) and report option …
Text Adjuncts And Comprehension With University Level Second Language Readers, Huan Liu
Text Adjuncts And Comprehension With University Level Second Language Readers, Huan Liu
Arts & Sciences Electronic Theses and Dissertations
Successful reading comprehension in a second language (L2) involves the interaction of multiple factors during the complex process of reading. For some time, researchers have been exploring factors associated with the process of reading as well as the specific interventions and strategies that may facilitate comprehension (Bernhardt, 2010; Brantmeier, 2005; Koda, 2005; Grabe, 2009). Based on three empirical studies, this dissertation explores the potential use of text adjuncts, which are text-related comprehension questions designed for L2 readers to consider and answer during the reading process, to facilitate L2 reading comprehension. The impact of different assessment tasks used to measure comprehension …