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Article: Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement

TitleDifferential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement
Authors
KeywordsCognitive strategy use
Constructivist instruction
Didactic instruction
English achievement
Self-efficacy
Task value
Issue Date2010
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc
Citation
Learning And Instruction, 2010, v. 20 n. 5, p. 411-423 How to Cite?
AbstractThis study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After controlling for students' prior achievement, constructivist instruction was a significant positive predictor of students' deep processing strategies, self-efficacy, task value, and English achievement, whereas didactic instruction was a significant positive predictor of students' surface processing strategies and a negative predictor of English achievement. Our findings underscore the importance of linking instructional practices with multiple outcomes, including psychological factors that are important for student learning. © 2009 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/138111
ISSN
2015 Impact Factor: 3.692
2015 SCImago Journal Rankings: 2.851
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorNie, Yen_HK
dc.contributor.authorLau, Sen_HK
dc.date.accessioned2011-08-26T14:40:27Z-
dc.date.available2011-08-26T14:40:27Z-
dc.date.issued2010en_HK
dc.identifier.citationLearning And Instruction, 2010, v. 20 n. 5, p. 411-423en_HK
dc.identifier.issn0959-4752en_HK
dc.identifier.urihttp://hdl.handle.net/10722/138111-
dc.description.abstractThis study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After controlling for students' prior achievement, constructivist instruction was a significant positive predictor of students' deep processing strategies, self-efficacy, task value, and English achievement, whereas didactic instruction was a significant positive predictor of students' surface processing strategies and a negative predictor of English achievement. Our findings underscore the importance of linking instructional practices with multiple outcomes, including psychological factors that are important for student learning. © 2009 Elsevier Ltd.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstrucen_HK
dc.relation.ispartofLearning and Instructionen_HK
dc.subjectCognitive strategy useen_HK
dc.subjectConstructivist instructionen_HK
dc.subjectDidactic instructionen_HK
dc.subjectEnglish achievementen_HK
dc.subjectSelf-efficacyen_HK
dc.subjectTask valueen_HK
dc.titleDifferential relations of constructivist and didactic instruction to students' cognition, motivation, and achievementen_HK
dc.typeArticleen_HK
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_HK
dc.identifier.authorityLau, S=rp00635en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.learninstruc.2009.04.002en_HK
dc.identifier.scopuseid_2-s2.0-77952885172en_HK
dc.identifier.hkuros191937en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77952885172&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume20en_HK
dc.identifier.issue5en_HK
dc.identifier.spage411en_HK
dc.identifier.epage423en_HK
dc.identifier.eissn1873-3263-
dc.identifier.isiWOS:000279046400006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridNie, Y=19337388700en_HK
dc.identifier.scopusauthoridLau, S=33968324900en_HK
dc.identifier.citeulike5360707-

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