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Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom

Bruya, Brian; Ardelt, Monika

Learning and instruction. Volume 58 (2018); pp 106-114 -- Elsevier

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It is not only about the depth of processing: What if eye am not interested in the text?

Catrysse, Leen; Gijbels, David; Donche, Vincent

Learning and instruction. Volume 58 (2018); pp 284-294 -- Elsevier

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Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic

Ott, Natalie et al.

Learning and instruction. Volume 58 (2018); pp 88-105 -- Elsevier

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The use of learner response systems in the classroom enhances teachers' judgment accuracy

Zhu, Chunjie; Urhahne, Detlef

Learning and instruction. Volume 58 (2018); pp 255-262 -- Elsevier

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Producing gestures establishes a motor context for procedural learning tasks

Huff, Markus; Maurer, Annika E.; Merkt, Martin

Learning and instruction. Volume 58 (2018); pp 245-254 -- Elsevier

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Learning-related emotions in multimedia learning: An application of control-value theory

Stark, Lisa et al.

Learning and instruction. Volume 58 (2018); pp 42-52 -- Elsevier

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Using expectancy-value theory to understand academic self-control

Galla, Brian M.; Amemiya, Jamie; Wang, Ming-Te

Learning and instruction. Volume 58 (2018); pp 22-33 -- Elsevier

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Does competent bilingualism entail advantages for the third language learning of immigrant students?

Edele, Aileen; Kempert, Sebastian; Schotte, Kristin

Learning and instruction. Volume 58 (2018); pp 232-244 -- Elsevier

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Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Aldrup, Karen et al.

Learning and instruction. Volume 58 (2018); pp 126-136 -- Elsevier

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Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance

Limpo, Teresa

Learning and instruction. Volume 58 (2018); pp 115-125 -- Elsevier

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  1. Vainikainen, Mari-Pauliina
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