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Direct linkJussi Järvinen; Lauri Hietajärvi; Elina E. Ketonen; Katariina Salmela-Aro – Educational Psychology, 2025
This study examines how task instruction and task appraisals predict engagement and disaffection in classroom moments. We assessed 2,560 momentary survey responses from 124 Finnish 7th grade students using a within-person analytical approach. The results showed that students were more engaged during active instruction and when they had choice in…
Descriptors: Task Analysis, Learner Engagement, Instruction, Middle School Students
Lydia Paulin Schidelko; Hannes Rakoczy – Cognitive Science, 2025
The standard view on Theory of Mind (ToM) is that the mastery of the false belief (FB) task around age 4 marks the ontogenetic emergence of full-fledged meta-representational ToM. Recently, a puzzling finding has emerged: Once children master the FB task, they begin to fail true belief (TB) control tasks. This finding threatens the validity of FB…
Descriptors: Childrens Attitudes, Theory of Mind, Beliefs, Young Children
Lorraine Vera Gaunt; Jana Visnovska – Mathematics Education Research Journal, 2025
Numeracy is important for everyday life. Being numerate has a positive impact on the quality of life of individuals, with positive economic, health, and social outcomes. Despite this, little is known about the role of numeracy in the lives of adults with intellectual disability (ID). Design research has been used to develop ways to support…
Descriptors: Teaching Methods, Numeracy, Adult Education, Intellectual Disability
