Show simple item record

dc.contributor.authorKikas, Eve
dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorMädamürk, Kaja
dc.contributor.authorSoodla, Piret
dc.date.accessioned2021-12-01T13:45:18Z
dc.date.available2021-12-01T13:45:18Z
dc.date.issued2021
dc.identifier.citationKikas, E., Silinskas, G., Mädamürk, K., & Soodla, P. (2021). Effects of Prior Knowledge on Comprehending Text About Learning Strategies. <i>Frontiers in Education</i>, <i>6</i>, Article 766589. <a href="https://doi.org/10.3389/feduc.2021.766589" target="_blank">https://doi.org/10.3389/feduc.2021.766589</a>
dc.identifier.otherCONVID_102293737
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78864
dc.description.abstractGood knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported use of learning strategies and preexisting beliefs about the effectiveness of rehearsal and comprehension-oriented strategies relate to the comprehension of text about learning strategies, and how text comprehension is related to later use of strategies and the completion of learning tasks. Participants included 2,706 students from primary school (Grades 3 and 4) and 3,782 students from the end of middle school (Grade 9) across Estonia. Students’ learning strategies and learning outcomes were assessed via a web-based word list memorization task with follow-up questions. Students were asked to read a written text that was specifically developed to explain the advantages of abstract grouping. Text comprehension was assessed using multiple-choice questions. SEM models were used to answer the research questions. At both school levels, valuing comprehension-oriented learning strategies enhanced text comprehension, suggesting that prior beliefs are important to fully understand written text. In addition, student beliefs and text comprehension also increased use of more advanced strategies. However, students who used comprehension-oriented strategies showed ambiguous improvements in word memorization performance. These findings emphasize that reading about complex topics may be a starting point for learning, but should be followed up with additional discussions, examples, demonstrations, and practice.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Education
dc.rightsCC BY 4.0
dc.subject.othercomprehension-oriented learning strategies
dc.subject.otherrehearsal
dc.subject.otherrefutation text
dc.subject.otherword memorizing
dc.subject.otherschool—aged children
dc.titleEffects of Prior Knowledge on Comprehending Text About Learning Strategies
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202112015863
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2504-284X
dc.relation.volume6
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppimaan oppiminen
dc.subject.ysooppimistyylit
dc.subject.ysometakognitio
dc.subject.ysoyläkoululaiset
dc.subject.ysotekstinymmärtäminen
dc.subject.ysoalakoululaiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p17048
jyx.subject.urihttp://www.yso.fi/onto/yso/p7416
jyx.subject.urihttp://www.yso.fi/onto/yso/p19878
jyx.subject.urihttp://www.yso.fi/onto/yso/p38262
jyx.subject.urihttp://www.yso.fi/onto/yso/p26367
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/feduc.2021.766589
jyx.fundinginformationThis work was supported by the European Social Fund (project 2014-2020.1.03.15-0001) and the Estonian Ministry of Education and Research.
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0