The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review.
Writing in Science: Why, How, and for Whom? A Systematic Literature Review of 20Years of Intervention Research (1996–2016).
Incidental Second-Level Dependence in Educational Survey Data with a Nested Data Structure.
Embodied Learning Environments for Graphing Motion: a Systematic Literature Review.
A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools.
Antecedents and Consequences of Teachers' Emotional Labor: a Systematic Review and Meta-analytic Investigation.
Why Do Children Become Rejected by Their Peers? A Review of Studies into the Relationship Between Oral Communicative Competence and Sociometric Status in Childhood.
Yoga and Willful Embodiment: a New Direction for Improving Education.
A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy.
Four Ways of Considering Emotion in Cognitive Load Theory.
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis.
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect.
Correction to: Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016 (Educational Psychology Review, (2018), 30, 4, (1283-1289), 10.1007/s10648-018-9452-8)
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Mental Effort, Workload, Time on Task, and Certainty: Beyond Linear Models
A Meta-analysis of the Segmenting Effect
Cognitive Load as Motivational Cost
The Variability Effect: When Instructional Variability Is Advantageous
Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer
Tracing Enhances Recall and Transfer of Knowledge of the Water Cycle
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities
Special Issue on Cognitive Load Theory: Editorial
How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)
Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory
Cognitive Architecture and Instructional Design: 20 Years Later
Using Primary Knowledge: an Efficient Way To Motivate Students and Promote the Learning of Formal Reasoning
Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education
Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Process Account of Curiosity and Interest: A Reward-Learning Perspective
Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties
The Gamification of Learning: a Meta-analysis
Curiosity and Interest: Emergence and Divergence
Homo Curious: Curious or Interested?
Early Childhood Education and Care Physical Environment and Child Development: State of the art and Reflections on Future Orientations and Methodologies
Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research
Multimedia Effect in Problem Solving: a Meta-analysis
How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge
A Meta-Analysis of Perfectionism and Academic Achievement
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?
Learning Stories Through Gesture: Gesture’s Effects on Child and Adult Narrative Comprehension
The Nature and Power of Conceptualizations of Learning
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis
A Case for Domain-Specific Curiosity in Mathematics
Computer-Based Scaffolding Targeting Individual Versus Groups in Problem-Centered Instruction for STEM Education: Meta-analysis
Intellectual Giftedness and Multidimensional Perfectionism: a Meta-Analytic Review
Parental Educational Expectations and Academic Achievement in Children and Adolescents-a Meta-analysis
The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom
Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016.
Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis.