@misc{GerickeSoemerSchiefele2022,
  author    = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich},
  title     = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {835},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58873},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588731},
  pages     = {11},
  year      = {2022},
  abstract  = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.},
  language  = {en}
}
@article{GerickeSoemerSchiefele2022,
  author    = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich},
  title     = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity},
  series = {Frontiers in Education},
  volume    = {7},
  journal   = {Frontiers in Education},
  publisher = {Frontiers Media SA},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.774731},
  pages     = {11},
  year      = {2022},
  abstract  = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.},
  language  = {en}
}
@misc{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {819},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58262},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582621},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}
@article{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Humanities and Social Sciences Communications},
  volume    = {9},
  journal   = {Humanities and Social Sciences Communications},
  publisher = {Springer Nature},
  issn      = {2055-1045},
  doi       = {10.1057/s41599-022-01322-1},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}