Cognitive engagement in the problem-based learning classroom

The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to which cognitive engagement determines subsequent levels of cognitive engagement during a one-day PBL event. Data were analyzed by means of confirmatory factor analysis, repeated measures ANOVA, and path analysis. The results showed that the new measure of situational cognitive engagement is valid and reliable. Furthermore, the results revealed that students’ cognitive engagement significantly increased as a function of the learning event. Implications of these findings for PBL are discussed

Achieving Optimal Best: Instructional Efficiency and the Use of Cognitive Load Theory in Mathematical Problem Solving

We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best. In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best

Gender Differences in Student Motivation and Self-Regulation in Science Learning: A Multi-Group Structural Equation Structural Modelling Analysis

The purpose of this study was to investigate the influence of students' motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students' self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students' self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students' self-regulation in science learning. The core feature would be to target and develop students' motivational beliefs of learning goal orientation and self•efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys' perspectives of science task value

Three-factor structure for Epistemic Belief Inventory: A cross-validation study

Research on epistemic beliefs has been hampered by lack of validated models and measurement instruments. The most widely used instrument is the Epistemological Questionnaire, which has been criticized for validity, and it has been proposed a new instrument based in the Epistemological Questionnaire: the Epistemic Belief Inventory. The Spanish-language version of Epistemic Belief Inventory was applied to 1,785 Chilean high school students. Exploratory and confirmatory factor analyses in independent subsamples were performed. A three factor structure emerged and was confirmed. Reliability was comparable to other studies, and the factor structure was invariant among randomized subsamples. The structure that was found does not replicate the one proposed originally, but results are interpreted in light of embedded systemic model of epistemological beliefs