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Situative approaches to online engagement, assessment, and equity. Making insights from educational psychology and educational technology research more useful for practice. Can educational psychology be harnessed to make changes for the greater good? The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement Equity in online learning Pillars of online pedagogy: A framework for teaching in online learning environments Design-based research: What it is and why it matters to studying online learning Foundations of online learning: Challenges and opportunities Online learner engagement: Conceptual definitions, research themes, and supportive practices Building bridges to advance the community of inquiry framework for online learning The elusive links between teachers' teaching-related emotions, motivations, and self-regulation and students' educational outcomes. Teacher emotions in the classroom and their implications for students. Do teachers' perceived teaching competence and self-efficacy affect students' academic outcomes? A closer look at student-reported classroom processes and outcomes. Teacher motivation and student outcomes: Searching for the signal. A conceptual framework and a professional development model for supporting teachers' "triple SRL–SRT processes" and promoting students' academic outcomes. Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Teachers' social-emotional characteristics and student outcomes: A commentary. The Multidimensional Knowledge in Text Comprehension framework. Research self-efficacy: A meta-analysis. Acknowledgments. From old school to open science: The implications of new research norms for educational psychology and beyond. Replication is important for educational psychology: Recent developments and key issues. Preregistration and registered reports. Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research. Improving norms in research culture to incentivize transparency and rigor. Strengthening the foundation of educational psychology by integrating construct validation into open science reform. Implications of the open science era for educational psychology research syntheses. Open science reforms: Strengths, challenges, and future directions. Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. From old school to open science: The implications of new research norms for educational psychology and beyond Replication is important for educational psychology: Recent developments and key issues Preregistration and registered reports Improving norms in research culture to incentivize transparency and rigor Open science reforms: Strengths, challenges, and future directions A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions The Multidimensional Knowledge in Text Comprehension framework Research self-efficacy: A meta-analysis Metacognition matters in many ways Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research Motivational and emotional impacts on public (mis)understanding of science A walk through the landscape of writing: Insights from a program of writing research Domain-specific prior knowledge and learning: A meta-analysis Project-Based Learning: An Effective Strategy in Teaching Physics Motivational and emotional impacts on public (mis)understanding of science Domain-specific prior knowledge and learning: A meta-analysis Critical integrative argumentation: Toward complexity in students’ thinking What educational psychology means to me: The journey of a reading researcher Individual preparation for collaborative learning: Systematic review and synthesis Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue. Multilevel mixed methods research and educational psychology.