@article{syal_nietfeld_2022, title={Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings}, volume={71}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2022.102109}, abstractNote={• Situational interest (SI) can predict inaccuracies in metacognitive monitoring. • 365 fifth graders read a weekly text for 26 weeks, and provided confidence and interest ratings. • SI predicted better calibration; yet a bias towards overconfidence was seen. • SI predicted accurate monitoring the more students engaged in distributed practice. • SI associated with poorer monitoring outcomes on expository texts.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Syal, Samira and Nietfeld, John L.}, year={2022}, month={Oct} }
 @article{syal_nietfeld_2020, title={The impact of trace data and motivational self-reports in a game-based learning environment}, volume={157}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2020.103978}, abstractNote={Game-based learning environments (GBLEs) are increasingly present in school settings, primarily because they have been associated with improved academic and motivational outcomes. However, recent research found that GBLEs were no more motivational than conventional instructional methods. Yet, the disproportionate use of self-report measures may not be accurately representing children's motivation in these contexts. For this reason, this study sought to compare fifth-grade children's motivational self-reports with trace measures in their ability to predict both performance and content learning in Crystal Island - Uncharted Discovery, a science-based GBLE. Self-report measures included achievement goals and situational interest; and, trace data included two measures of in-game engagement and one measure of disengagement behaviors. Results revealed that self-reported achievement goals and interest failed to significantly predict off-task behavior and accounted for only 3% and 5% of the variance, respectively, in predicting the two measures of in-game engagement. Most importantly, self-reported achievement goals and interest were not as effective as in-game trace behaviors in predicting performance and science content learning. Findings reinforce the importance of identifying and utilizing trace measures that represent indicators of performance and learning, while also considering the limitations of using self-report measures with children in GBLEs.}, journal={COMPUTERS & EDUCATION}, author={Syal, Samira and Nietfeld, John L.}, year={2020}, month={Nov} }
 @article{syal_torppa_2019, title={Task-avoidant behaviour and dyslexia: A follow-up from Grade 2 to age 20}, volume={25}, ISSN={["1099-0909"]}, url={https://doi.org/10.1002/dys.1627}, DOI={10.1002/dys.1627}, abstractNote={AbstractTask‐avoidant behaviour is correlated with reading skills and may have an impact on achieving educational and occupation goals in the long run. Longitudinal studies on task avoidance and its links to reading difficulties are non‐existent, however. The present study examines changes and stability of task‐avoidant behaviour from childhood (Grade 2), through adolescence (Grades 7 and 9), to early adulthood (age 20) among participants identified with (n = 46) and without dyslexia (n = 151) at Grade 2, with gender effects also examined. Results showed significant changes in task avoidance from Grade 2 to Grade 7 and from Grade 9 to age 20, wherein task avoidance increased from Grade 2 to Grade 9 and then decreased until age 20. Furthermore, low correlations obtained between task avoidance assessments over time indicated instability; thus, task avoidance at one point did not predict task avoidance later on. Differences between those with and without dyslexia emerged only at Grade 2, with higher task avoidance reported in the dyslexia group. Finally, no significant gender‐related effects were found for task avoidance at any time point. Together, our findings imply that although task avoidance may be linked to dyslexia in the parental reports of the young study participants, this association does not persist in participants' self‐reports at later ages.}, number={4}, journal={DYSLEXIA}, publisher={Wiley}, author={Syal, Samira and Torppa, Minna}, year={2019}, month={Nov}, pages={374–389} }