Journal & Article

Psychology, Educational

I/F
# Journal I/F

EDUCATIONAL PSYCHOLOGY REVIEW

Acknowledgement of Ad Hoc Reviewers. 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. 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. Is Spatial Ability Related to Mathematical Ability: a Meta-analysis. Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction Comparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects? Knowing Is Not Half the Battle: the Role of Actual Test Experience in the Forward Testing Effect Learning Mathematics Problem Solving through Test Practice: a Randomized Field Experiment on a Global Scale A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes Keep it Coherent: A Meta-Analysis of the Seductive Details Effect The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review The Science of Habit and Its Implications for Student Learning and Well-being Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation The Scarcity of Interleaved Practice in Mathematics Textbooks Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students Inhibition and Conceptual Learning in Science: a Review of Studies The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept Investigating Student Sustained Attention in a Guided Inquiry Lecture Course Using an Eye Tracker Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research Student Teachers' and Experienced Teachers' Professional Vision of Students' Understanding of the Rational Number Concept (vol 77, pg 491, 2020) Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents Effect of a Time-Efficient Physical Activity Intervention on Senior School Students' On-Task Behaviour and Subjective Vitality: the 'Burn 2 Learn' Cluster Randomised Controlled Trial Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events True-False Testing on Trial: Guilty as Charged or Falsely Accused? The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog Visuospatial Processing Decline Due to Cannabis Consumption in Nondependent High School Students Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance Students' Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text: Current Findings and Future Directions Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Do Judgments of Learning Directly Enhance Learning of Educational Materials?