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.