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Should students have a gap year? Motivation and performance factors relevant to time out after completing school.

JOURNAL ARTICLE published August 2010 in Journal of Educational Psychology

Authors: Andrew J. Martin

Note taking as a generative activity.

JOURNAL ARTICLE published August 1978 in Journal of Educational Psychology

Authors: Richard J. Peper | Richard E. Mayer

College students' theory of note-taking derived from their perceptions of note-taking.

JOURNAL ARTICLE published September 1994 in Journal of Educational Psychology

Authors: Peggy Van Meter | Linda Yokoi | Michael Pressley

Depending on my mood: Mood-driven influences on text comprehension.

JOURNAL ARTICLE published August 2011 in Journal of Educational Psychology

Research funded by National Institutes of Health (T32-HD007151)

Authors: Catherine M. Bohn-Gettler | David N. Rapp

To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping.

JOURNAL ARTICLE published August 2023 in Journal of Educational Psychology

Research funded by National University of Singapore (C-581-000-222-091,R-581-000-150-133)

Authors: Sarah Shi Hui Wong | Kagen Y. L. Lim | Stephen Wee Hun Lim

Supplemental Material for A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load

JOURNAL ARTICLE published 2021 in Journal of Educational Psychology

Supplemental Material for The Optimal Learning Strategy Depends on Learning Goals and Processes: Retrieval Practice Versus Worked Examples

JOURNAL ARTICLE published 2019 in Journal of Educational Psychology

Correction to June Issue.

JOURNAL ARTICLE published 1997 in Journal of Educational Psychology

Supplemental Material for The Role of STEM Professors’ Mindset Beliefs on Students’ Anticipated Psychological Experiences and Course Interest

JOURNAL ARTICLE published 2021 in Journal of Educational Psychology

Acknowledgments

JOURNAL ARTICLE published 2019 in Journal of Educational Psychology

Supplemental Material for Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

JOURNAL ARTICLE published 2022 in Journal of Educational Psychology

Supplemental Material for Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

JOURNAL ARTICLE published 2022 in Journal of Educational Psychology

Supplemental Material for The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System Across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment

JOURNAL ARTICLE published 2016 in Journal of Educational Psychology

Supplemental Material for Supporting Teachers’ Use of Data-Based Instruction to Improve Students’ Early Writing Skills

JOURNAL ARTICLE published 2020 in Journal of Educational Psychology

Supplemental Material for The Potential of Relevance Interventions for Scaling Up: A Cluster-Randomized Trial Testing the Effectiveness of a Relevance Intervention in Math Classrooms

JOURNAL ARTICLE published 2021 in Journal of Educational Psychology

Supplemental Material for Women’s Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations

JOURNAL ARTICLE published 2015 in Journal of Educational Psychology

Supplemental Material for Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

JOURNAL ARTICLE published 2013 in Journal of Educational Psychology

Supplemental Material for Too Anxious to Be Confident? A Panel Longitudinal Study Into the Interplay of Mathematics Anxiety and Metacognitive Monitoring in Arithmetic Achievement

JOURNAL ARTICLE published 2021 in Journal of Educational Psychology

Supplemental Material for Construction and Elaboration of Mental Models Through Strategic Conjoint Processing of Text and Pictures

JOURNAL ARTICLE published 2018 in Journal of Educational Psychology

Supplemental Material for The Effect of Epistemic Cognition Interventions on Academic Achievement: A Meta-Analysis

JOURNAL ARTICLE published 2021 in Journal of Educational Psychology