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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 |
Note taking as a generative activity. JOURNAL ARTICLE published August 1978 in Journal of Educational Psychology |
College students' theory of note-taking derived from their perceptions of note-taking. JOURNAL ARTICLE published September 1994 in Journal of Educational Psychology |
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) |
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) |
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 |