The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language
By Pasana Chularut, T. Debacker. 2004
305 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e72d100f87d06269942ebfdd9ce59759d52adf44
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Richard E. Mayer
- Logan Fiorella
- Olusola O. Adesope
- John C. Nesbit
- Alexander Renkl
- Tatjana S. Hilbert
- Swee Heng Chan
- S. Raoofi
In Education
- Olusola O. Adesope
- Richard E. Mayer
- Logan Fiorella
- Alexander Renkl
- John C. Nesbit
- Tatjana S. Hilbert
- Swee Heng Chan
- S. Raoofi
Citations in the corpus
- Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “Besides these survey studies, we found 7 intervention studies, in which researchers examined the effects of strategy training on self-efficacy beliefs (Graham, 2007; Chularut & DeBacker, 2004; Chan & Lam, 2008; Shang, 2010; Khajavi & Ketabi, 2012; Goker, 2006; and Zheng et al. 2009).”
- Learning With Concept and Knowledge Maps: A Meta-Analysis (2006, background): “Chularut & DeBacker (2004) PS 79 Classroom Effect of concept mapping versus 2.16 study and discussion on achievement.”
- Eight Ways to Promote Generative Learning (2016, background): “In an exemplary concept mapping study, Chularut and DeBacker (2004) asked high”
- Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers? (2008, background): “For example, learners who used concept mapping as a learning strategy per formed better than learners who used underlining (Amer 1994), note-taking (Reader and Hammond 1994), discussing with co-learners (Chularut and DeBacker 2004), or outlining (Robinson and Kiewra 1995).”
- The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “…passive activities such as reading a text (Chang, Sung, & Chen, 2002), listening to a lecture (Schmid & Telaro, 1990), or whole-class discussions (Chularut & DeBacker, 2004; Guastello, Beasley, & Sinatra, 2000; we classify whole-class discussions as passive because the majority of students in…”