Journal: European Journal of Psychology of Education

Abbreviation

Eur J Psychol Educ

Publisher

Springer

Journal Volumes

ISSN

1878-5174
0256-2928

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2018 - 201912020 - 20232
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Publications1 - 3 of 3
  • The benefit of combining teacher-direction with contrasted presentation of algebra principles
    Item type: Journal Article
    Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth (2021)
    European Journal of Psychology of Education
    Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material, mixed benefits are found; the specific circumstances under which either condition is advantageous are unclear. We combined and reanalyzed data from two experimental studies investigating the effects of contrasted versus sequential presentation of materials on learning the principles of algebraic addition and multiplication in sixth-grade classrooms. In both studies, students were presented the same structured materials that differed only in whether the principles were explained by the teacher (n = 154) or inferred by the students (n = 91). We found short- and medium-term advantages of combining teacher-direction with contrasted presentation of algebra principles. An examination of aptitude-treatment interactions shows that particularly students with lower reasoning abilities benefited from teacher-direction in the demanding contrasted condition. Based on these findings, we discuss the particular circumstances under which teacher-directed instruction reveals its advantages.
  • Students home alone—profiles of internal and external conditions associated with mathematics learning from home
    Item type: Journal Article
    Hofer, Sarah Isabelle; Reinhold, Frank; Koch, Marco (2023)
    European Journal of Psychology of Education
    This study aims at describing diferences in internal and external resources of students to handle mathematics learning from home. Based on data from N=223 7th-grade secondary school students gathered via an online survey at the end of the frst school year during the COVID-19 pandemic, we used latent profle analysis to identify student profles defned by the internal factors perceived value and success of students’ math learning from home and the external factors family support and teacher support—all specifcally related to home learning. A number of general learning conditions, comprising internal (e.g., sustained attention) and external factors (e.g., socioeconomic status), are included as outcome vari ables. The best-ftting four-profle solution suggests one profle with comparably unfavora ble internal and external resources. About 35% of the students are assigned to that profle. The other three profles show combinations of, relative to the sample, more and less prom ising specifc home learning and general learning conditions suggesting that these students have diferent resources available in the face of learning mathematics from home.
  • Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue
    Item type: Journal Article
    Deiglmayr, Anne (2018)
    European Journal of Psychology of Education
    Formative peer assessment is an instructional method that offers many opportunities to foster students’ learning with respect to both the domain of the core task and students’ assessment skills. The contributions to this special issue effectively address earlier calls for more research into instructional scaffolds and the implementation of dialogic features in formative peer assessment. However, open issues remain regarding the role of assessment criteria, the benefit of formative peer assessment for transferable knowledge and skills, the role of metacognitive and cognitive processes in the provision and reception of peer feedback, and the proposed benefit of more interactive forms of formative peer assessment. Addressing the latter issue in particular, a framework of three dimensions of increasing interactivity is proposed in order to guide future research. These three dimensions comprise the learner’s engagement with the core task (low interactivity), the provision and reception of peer feedback (medium interactivity), and the learner’s engagement with argumentation, tutoring, and co-construction in dialogue with peers (high interactivity).
Publications1 - 3 of 3