I/F
Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains. Acknowledgement of Ad Hoc Reviewers. The State of Current Reading Intervention Research for English Learners in Grades K-2: a Best-Evidence Synthesis How Are Curiosity and Interest Different? Naive Bayes Classification of People's Beliefs Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load Educational Psychology Early Career Award Winners: How Did They Do It? Teachers' Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers' Well-being, Retention, and Interpersonal Relations? An Integrative Review Embodied Action Scaffolds Dialogic Reading Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda Towards a Comprehensive View of Object-Oriented Play Perfectionism in Academically Gifted Students: A Systematic Review Improving Elementary Grade Students' Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education Does Spelling Still Matter-and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers' Burnout Symptoms A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement Does Individual Performance Feedback Increase the Use of Retrieval Practice? What If We Look at the Body? An Embodied Perspective of Collaborative Learning Test Anxiety and Metacognitive Performance in the Classroom Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020) Multimedia Effect in Problem Solving: A Meta-Analysis Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach Detecting Instruction Effects-Deciding Between Covariance Analytical and Change-Score Approach Activity Achievement Emotions and Academic Performance: A Meta-analysis An Interview with Kenneth A. Kiewra The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality Relations Between Students' Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis The State of Current Reading Intervention Research for English Learners in Grades K-2: a Best-Evidence Synthesis (Aug, 10.1007/s10648-021-09629-2, 2021) Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants Distributed Scaffolding: Scaffolding Students in Classroom Environments KReC-MD: Knowledge Revision with Multiple Documents Effective Strategies for Research Integrity Training-a Meta-analysis Educational Psychology Early Career Award Winners: How Did They Do It? (May, 10.1007/s10648-021-09619-4, 2021) Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations A Complete SMOCkery: Daily Online Testing Did Not Boost College Performance. Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility. Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load. Benefits of Writing an Explanation During Pauses in Multimedia Lessons. The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Social Presence: Conceptualization and Measurement. The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct. Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda. To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights. Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement.