Background: Many interventions on epistemic beliefs (i.e., individual beliefs about knowledge and knowing) are based on Bendixen and Rule's "Integrative Model for Personal Epistemology Development." Empirically, however, the model is still insufficiently validated. This is especially true for its epistemic volition component -- a will or…

Background: Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. Aims: In this study, we followed a domain-specific approach and first…

First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study (N = 155;…

Words printed in a larger 48-point font are judged to be more memorable than words printed in a smaller 18-point font, although font size does not affect actual memory. To clarify the basis of this font size effect on metamemory and memory, 4 experiments investigated how presenting words in 48 (Experiment 1) or 4 (Experiments 2 to 4) font sizes…

There are many arguments about Heidegger's work "Being and Time" (1954). Many critics believe that Heidegger provides a new way of understanding ourselves from a philosophical perspective. However, while some critics emphasize the de-Nazification of Heidegger's thinking, other still promote the notion that "Being and Time" is…

Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from…

Background: Although culture is deeply embedded in language, cultural proficiency is not always gained during language learning. Experiential pedagogies that emphasize reflection may be appropriate for such learning. Purpose: This research explored pupils' self-awareness as they engaged in the co-construction of personal life stories in one…

Graduates expect higher education to provide both subject-specific knowledge as well as cross-curricular competencies in order to handle new and unknown situations in their professional life. In this regard, it is problematic that the latter construct is still both theoretically and empirically vague. In addition, concerning the fostering of…

In 2009, John Hattie first published his extensive metasynthesis concerning determinants of student achievement. It provides an answer to the question: "What works in school?" The present study examines how this question is answered by pre- and in-service teachers, how their beliefs correspond to the current state of research and whether…

In 2 separate studies, the idea is tested that the positive association between self-regulatory capacities and well-being is partly explained by the positive effect self-regulation has on the successful resolution of developmental crises in Eriksonian terms. In Study 1, attentional control, intimacy, and subjective well-being are assessed in 177…

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a…

Tested high- and average-achieving German fifth- and seventh-grade students' metacognitive knowledge, attributional beliefs, and performance on a sort recall test. Found ability-related differences in all three areas. Gifted children tended to attribute academic success to high ability while average children attributed success to effort. (SAK)