As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.

Learning and Instruction is an international, multi-disciplinary, peer-reviewed journal that provides a platform for publishing the latest scientific research in the fields of learning, development, instruction, and teaching. The journal welcomes original empirical investigations and accepts a variety of theoretical perspectives and methodological approaches. The studies may involve participants of all ages, from infants to adults, and encompass a diverse range of learning and instructional settings, from laboratory experiments to field studies. The primary criteria for review and selection focus on the significance of the contribution to the field of learning and instruction and the rigor of the study.

《Learning and Instruction》是一本国际性、多学科的同行评审期刊，旨在为学习、发展、教学和教育领域的最新科学研究提供发表平台。期刊欢迎原创的实证研究，接受多种理论视角和不同的方法论。研究对象可以涵盖从婴儿到成人的各个年龄段，以及从实验室实验到实地研究的多样学习和教学环境。审稿和选择过程的主要标准是研究对学习和教学领域的贡献的重要性，以及研究的严谨性。

Learning and Instruction

Motivation and emotion are of critical importance for students' academic learning and achievement. Drawing on Eccles and Wigfield's situated expectancy-value theory and Pekrun's control-value theory, we examined to what extent specific expectancy-value appraisals related to students' achievement emotions. We collected intensive state data of N = 95 university students over one semester in an online learning environment. Students' appraisals were analyzed on different aggregation levels in a hierarchical design, which accounts for variability within learning situations and between students. Our results corroborated theoretical assumptions that expectancy-value appraisals are positively associated with positive emotions and negatively with negative emotions. However, we found that students experienced positive emotions in learning situations of high intrinsic and utility value, but not in situations of high attainment value. Examining appraisal combinations and discrete emotions, we found that particularly students' perceived costs moderated the relationship between expectancy and frustration and boredom on the situation level.

Belinda Berweger

Sebastian Born

Julia Dietrich

Expectancy-value appraisals and achievement emotions in an online learning environment: Within- and between-person relationships

Kaiqi Shao

Reinhard Pekrun

Herbert W. Marsh

Kristina Loderer

Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis

Ton de Jong

Monica G.M. Ferguson-Hessler

Knowledge of problem situations in physics: A comparison of good and poor novice problem solvers

物理问题情境的知识：优秀与较差新手问题解决者的比较

M. Stieff

Mental rotation and diagrammatic reasoning in science

科学中的心理旋转与图解推理

Despite its potential to support reading and spelling development in children with or without dyslexia, research on the effectiveness of digital trainings carried out at home is scarce. This study investigated the effectiveness of a novel digital game-based spelling training for unassisted use at home (Prosodiya). The pedagogical approach differs from similar approaches as it systematically teaches orthographic knowledge in combination with syllable stress awareness. A sample of 116 German second- to fourth-grade children with mainly poor spelling skills participated in a randomized two-period, wait-list controlled field trial, in which children practiced at home over 9–10 weeks with Prosodiya. Results showed high participant engagement, as indicated by behavioral measures of student responsiveness, and they validate our novel pedagogical approach. Most importantly, results revealed significant training effects on syllable stress awareness and spelling abilities in trained and untrained domains. This training may thus expand the traditional pool of training methods.

Heiko Holz

Manuel Ninaus

Jakob Schwerter

Cora Parrisius

Benedikt Beuttler

Katharina Brandelik

Detmar Meurers

A digital game-based training improves spelling in German primary school children – A randomized controlled field trial

基于数字游戏的训练改善了德国小学生的拼写能力——一项随机对照现场试验

Emily K. Farran

Elian Fink

Claire Hughes

Katie A. Gilligan-Lee

Sarah Foley

Gabrielle McHarg

Rory Devine

Caoimhe Dempsey

Wendy Browne

Anja Lindberg

Limited sex differences in spatial language in parent-child dyads

父母与子女间空间语言的性别差异有限

Luciano Gasser

David Preisig

Anna Frei

Yvonne Dammert

Sara Egger

P. Karen Murphy

Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades

文学干预对小学高年级小组讨论互动质量的影响

Christian Gericke

Alexander Soemer

Ulrich Schiefele

Attentional mediators of the effect of interest on comprehension

兴趣对理解的影响中的注意中介因素

Johny Daniel

Achievement gaps for English learners with disabilities

残疾英语学习者的成绩差距

Nadia Leroy

Sylvain Max

Pascal Pansu

How stereotype knowledge and stereotype belief impact girls’ self-efficacy and math performance: A response surface analysis approach

刻板印象知识与刻板印象信念如何影响女孩的自我效能感和数学表现：一种响应面分析方法

Abbreviation	Learn. Instr.
Journal Impact	4.55
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q1)

ISSN	0959-4752, 1873-3263
h-index	144
Top Journals	Yes

Publication Information	Publisher: Elsevier B.V.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1991，Proportion of original research papers: 99.04%，Self Citation Rate:2.10%， Gold OA Rate: 37.77%

Learning and Instruction

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