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Richard De Lisi - One of the best experts on this subject based on the ideXlab platform.
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gender differences in scholastic aptitude test Mathematics Problem solving among high ability students
Journal of Educational Psychology, 1994Co-Authors: Ann M Gallagher, Richard De LisiAbstract:This study examined whether male and female students of high mathematical ability use different solution strategies on math Problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) towards math; use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math
Krista R Muis - One of the best experts on this subject based on the ideXlab platform.
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The dynamic roles of cognitive reappraisal and self-regulated learning during Mathematics Problem solving: A mixed methods investigation
Contemporary Educational Psychology, 2020Co-Authors: Kelsey M. Losenno, Krista R Muis, Brendan Munzar, Courtney A. Denton, Nancy E. PerryAbstract:Abstract Emotion regulation (ER) and self-regulated learning (SRL) are crucial to learners’ academic achievements. To date, little research has considered the dynamic relations between cognitive reappraisal (as a form of ER) and SRL in middle-to-upper-elementary-aged children. To address this gap, we conducted an explanatory mixed-methods study to examine relations between cognitive reappraisal, the four macro phases of SRL (task definition, planning/goal setting, enactment of learning strategies, monitoring/evaluation), and Mathematics Problem-solving outcomes in a sample of 134 elementary students from grades 3 through 6. Path analysis revealed that cognitive reappraisal positively predicted all four phases of SRL, but that the four phases of SRL did not predict cognitive reappraisal. Moreover, both task definition and planning/goal setting positively predicted enactment and monitoring/evaluation. Results from path analyses further revealed that task definition mediated relations between cognitive reappraisal and enactment, and reappraisal and monitoring. Enactment mediated relations between reappraisal and Mathematics Problem-solving outcomes. Finally, enactment predicted Mathematics Problem-solving outcomes. Further, quantitative results were cross-validated by results from trend analyses; results converged regarding the weakly sequenced nature of SRL and with regard to cognitive reappraisal serving as an important antecedent for effective SRL.
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curiosity confusion frustration the role and sequencing of emotions during Mathematics Problem solving
Contemporary Educational Psychology, 2019Co-Authors: Ivana Di Leo, Krista R Muis, Cara A Singh, Cynthia PsaradellisAbstract:Abstract The objectives of this research were to explore the role and state transitions of emotions during complex Mathematics Problem solving over two studies. In Study 1, we examined the antecedents and consequences of emotions during learning with a sample of 138 students from grades 5 and 6. In Study 2, emotional state transitions were explored with a different sample of 79 students from grade 5. For Study 1, students self-reported their task value and perceptions of control for Mathematics Problem solving, solved the Problem, and then self-reported their emotions and cognitive and metacognitive learning strategies they used to solve the Problem. Results from path analyses revealed that control and task value predicted the emotions students experienced during Problem solving, and that emotions predicted cognitive and metacognitive learning strategies, which subsequently predicted achievement. For Study 2, emotions and cognitive and metacognitive learning strategies were captured via a think-aloud protocol to explore their sequencing. Results demonstrated that the most frequently occurring emotions during Problem solving included frustration (24.34%) and confusion (22.63%). Emotion-to-emotion transition analyses revealed that students’ frustration transitioned to negative emotions, and confusion also primarily transitioned to negative emotions (i.e., frustration, boredom, anxiety) but transitioned to positive emotions when confusion was resolved. We conclude with theoretical implications and delineate interventions that should be developed to teach students skills to overcome frustration and confusion to improve learning outcomes.
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Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex Mathematics Problem solving
Journal of Educational Psychology, 2016Co-Authors: Krista R Muis, Cynthia Psaradellis, Marianne Chevrier, Ivana Di Leo, Susanne P. LajoieAbstract:We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex Mathematics Problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students’ conceptualizations (task definitions) of the Problem, self-regulatory processes, and Mathematics achievement were then compared across the 2 conditions. To measure task definitions of the Mathematics Problem, students developed concept maps of the Problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the Problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the Problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of Mathematics Problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students’ initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
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The role of epistemic emotions in Mathematics Problem solving
Contemporary Educational Psychology, 2015Co-Authors: Krista R Muis, Cynthia Psaradellis, Ivana Di Leo, Susanne P. Lajoie, Marianne ChevrierAbstract:Abstract The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex Mathematics Problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to Mathematics Problem solving, and were given a complex Mathematics Problem to solve over a period of several days. At specific time intervals during Problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the Problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during Problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during Problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted Problem-solving performance. Theoretical and educational implications are discussed.
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epistemic profiles and self regulated learning examining relations in the context of Mathematics Problem solving
Contemporary Educational Psychology, 2008Co-Authors: Krista R MuisAbstract:Abstract Relations were examined between epistemic profiles, regulation of cognition, and Mathematics Problem solving. Two hundred sixty-eight students were sampled from undergraduate Mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or both. Based on their profiles, 24 students participated in two Problem-solving sessions. Episodes were coded for planning, monitoring, control, use of empirical and rational argumentation, and justification for solutions. For both self-reported metacognitive self-regulation and regulation of cognition during Problem solving, students profiled as rational had the highest self-reported mean and actual frequency of regulation of cognition compared to students profiled as predominantly empirical. Moreover, students profiled as predominantly rational correctly solved more Problems than the other two groups. Finally, students’ approaches to Problem solving were consistent with their epistemic profiles. Relations are discussed in the context of various theoretical frameworks.
Ann M Gallagher - One of the best experts on this subject based on the ideXlab platform.
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gender differences in scholastic aptitude test Mathematics Problem solving among high ability students
Journal of Educational Psychology, 1994Co-Authors: Ann M Gallagher, Richard De LisiAbstract:This study examined whether male and female students of high mathematical ability use different solution strategies on math Problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) towards math; use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math
Francesca Borgonovi - One of the best experts on this subject based on the ideXlab platform.
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Learning Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a Global Scale
Educational Psychology Review, 2020Co-Authors: Francesco Avvisati, Francesca BorgonoviAbstract:We measure the effect of a single test practice on 15-year-old students’ ability to solve Mathematics Problems using large, representative samples of the schooled population in 32 countries. We exploit three unique features of the 2012 administration of the Programme for International Student Assessment (PISA), a large-scale, low-stakes international assessment. During the 2012 PISA administration, participating students were asked to sit two separate tests consisting of Problem-solving tasks. Both tests included questions that covered the same internationally recognized and validated framework for Mathematics assessment. Students were randomly assigned in the first, 2-h-long test to one of three test versions containing varying amounts of Mathematics, reading, and science Problems. We found that the amount of Mathematics Problems in the first test had a small positive effect on mean Mathematics performance on the second test, but no effect on general reasoning and Problem-solving ability. Subject-specific effects of test practice on subsequent test performance were found over both short lags (same day) and medium lags (1–7 days). The learning gains ascribed to Mathematics Problem-solving practice were larger for boys than for girls.
Susanne P. Lajoie - One of the best experts on this subject based on the ideXlab platform.
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Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex Mathematics Problem solving
Journal of Educational Psychology, 2016Co-Authors: Krista R Muis, Cynthia Psaradellis, Marianne Chevrier, Ivana Di Leo, Susanne P. LajoieAbstract:We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex Mathematics Problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students’ conceptualizations (task definitions) of the Problem, self-regulatory processes, and Mathematics achievement were then compared across the 2 conditions. To measure task definitions of the Mathematics Problem, students developed concept maps of the Problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the Problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the Problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of Mathematics Problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students’ initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning. (PsycINFO Database Record (c) 2015 APA, all rights reserved)
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The role of epistemic emotions in Mathematics Problem solving
Contemporary Educational Psychology, 2015Co-Authors: Krista R Muis, Cynthia Psaradellis, Ivana Di Leo, Susanne P. Lajoie, Marianne ChevrierAbstract:Abstract The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex Mathematics Problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to Mathematics Problem solving, and were given a complex Mathematics Problem to solve over a period of several days. At specific time intervals during Problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the Problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during Problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during Problem solving. Finally, shallow and deep processing cognitive and metacognitive strategies positively predicted Problem-solving performance. Theoretical and educational implications are discussed.