High levels of cognitive and motivational contingency with increasing task complexity results in higher performance.
- Published in:
- Instructional Science, 2019, v. 47, n. 3, p. 319, doi. 10.1007/s11251-019-09485-2
- By:
- Publication type:
- Article
Works matching IS 00204277 AND DT 2019 AND VI 47 AND IP 3
Results: 5
1
2
The effects of spacing patterns on incidental L2 vocabulary learning through reading with electronic glosses.
- Published in:
- Instructional Science, 2019, v. 47, n. 3, p. 353, doi. 10.1007/s11251-019-09483-4
- By:
- Publication type:
- Article
3
Effects of problem–example and example–problem pairs on gifted and nongifted primary school students' learning.
- Published in:
- Instructional Science, 2019, v. 47, n. 3, p. 279, doi. 10.1007/s11251-019-09484-3
- By:
- Publication type:
- Article
4
Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study.
- Published in:
- Instructional Science, 2019, v. 47, n. 3, p. 299, doi. 10.1007/s11251-019-09482-5
- By:
- Publication type:
- Article
5
The concreteness of titles affects metacognition and study motivation.
- Published in:
- Instructional Science, 2019, v. 47, n. 3, p. 257, doi. 10.1007/s11251-018-9478-9
- By:
- Publication type:
- Article