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Showing results for ISSN matching 1040-726X

Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs

JOURNAL ARTICLE published March 2015 in Educational Psychology Review

Authors: Carole L. Yue | Benjamin C. Storm | Nate Kornell | Elizabeth Ligon Bjork

https://doi.org/10.1007/s10648-014-9277-z Actions

Does Individual Performance Feedback Increase the Use of Retrieval Practice?

JOURNAL ARTICLE published December 2021 in Educational Psychology Review

Research funded by China Scholarship Committee (No. 201708120059)

Authors: Luotong Hui | Anique B. H. de Bruin | Jeroen Donkers | Jeroen J. G. van Merriënboer

https://doi.org/10.1007/s10648-021-09604-x Actions

The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries

JOURNAL ARTICLE published December 2022 in Educational Psychology Review

Authors: D. Giofrè | K. Allen | E. Toffalini | S. Caviola

https://doi.org/10.1007/s10648-022-09705-1 Actions

Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction

JOURNAL ARTICLE published September 2012 in Educational Psychology Review

Authors: Shana K. Carpenter | Nicholas J. Cepeda | Doug Rohrer | Sean H. K. Kang | Harold Pashler

https://doi.org/10.1007/s10648-012-9205-z Actions

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

JOURNAL ARTICLE published March 2018 in Educational Psychology Review

Authors: Omid Noroozi | Paul A. Kirschner | Harm J.A. Biemans | Martin Mulder

https://doi.org/10.1007/s10648-017-9400-z Actions

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

JOURNAL ARTICLE published June 1990 in Educational Psychology Review

Authors: Barry J. Zimmerman

https://doi.org/10.1007/bf01322178 Actions

The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis

JOURNAL ARTICLE published December 2020 in Educational Psychology Review

Authors: Martine Baars | Lisette Wijnia | Anique de Bruin | Fred Paas

https://doi.org/10.1007/s10648-020-09569-3 Actions

A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning

JOURNAL ARTICLE published September 2010 in Educational Psychology Review

Authors: Qing Li | Xin Ma

https://doi.org/10.1007/s10648-010-9125-8 Actions

To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights

JOURNAL ARTICLE published December 2020 in Educational Psychology Review

Authors: Anja Prinz | Stefanie Golke | Jörg Wittwer

https://doi.org/10.1007/s10648-020-09558-6 Actions

JOURNAL ARTICLE published 2003 in Educational Psychology Review

Authors: Sara Rosenblum | Patrice L. Weiss | Shula Parush

https://doi.org/10.1023/a:1021371425220 Actions

Reflections on Investigating Emotion in Educational Activity Settings

JOURNAL ARTICLE published 30 November 2006 in Educational Psychology Review

Authors: Paul A. Schutz | Ji Y. Hong | Dionne I. Cross | Jennifer N. Osbon

https://doi.org/10.1007/s10648-006-9030-3 Actions

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

JOURNAL ARTICLE published September 2016 in Educational Psychology Review

Authors: Jeanne Wanzek | Sharon Vaughn | Nancy Scammacca | Brandy Gatlin | Melodee A. Walker | Philip Capin

https://doi.org/10.1007/s10648-015-9321-7 Actions

Text-signaling devices and their effects on reading and memory processes

JOURNAL ARTICLE published September 1989 in Educational Psychology Review

Authors: Robert F. Lorch

https://doi.org/10.1007/bf01320135 Actions

Eight Ways to Promote Generative Learning

JOURNAL ARTICLE published December 2016 in Educational Psychology Review

Research funded by Office of Naval Research (N000140810018)

Authors: Logan Fiorella | Richard E. Mayer

https://doi.org/10.1007/s10648-015-9348-9 Actions

Drawing Boundary Conditions for Learning by Drawing

JOURNAL ARTICLE published September 2018 in Educational Psychology Review

Research funded by Directorate for Education and Human Resources (1561728)

Authors: Logan Fiorella | Qian Zhang

https://doi.org/10.1007/s10648-018-9444-8 Actions

Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction

JOURNAL ARTICLE published 9 October 2007 in Educational Psychology Review

Authors: Slava Kalyuga

https://doi.org/10.1007/s10648-007-9054-3 Actions

Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

JOURNAL ARTICLE published March 2016 in Educational Psychology Review

Authors: Virginia M. C. Tze | Lia M. Daniels | Robert M. Klassen

https://doi.org/10.1007/s10648-015-9301-y Actions

Using Fictional Sources in the Classroom: Applications from Cognitive Psychology

JOURNAL ARTICLE published September 2012 in Educational Psychology Review

Authors: Elizabeth J. Marsh | Andrew C. Butler | Sharda Umanath

https://doi.org/10.1007/s10648-012-9204-0 Actions

Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

JOURNAL ARTICLE published June 2024 in Educational Psychology Review

Authors: Herbert W. Marsh | Jiesi Guo | Reinhard Pekrun | Oliver Lüdtke | Fernando Núñez-Regueiro

https://doi.org/10.1007/s10648-024-09887-w Actions

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

JOURNAL ARTICLE published September 2008 in Educational Psychology Review

Authors: Herbert W. Marsh | Marjorie Seaton | Ulrich Trautwein | Oliver Lüdtke | K. T. Hau | Alison J. O’Mara | Rhonda G. Craven

https://doi.org/10.1007/s10648-008-9075-6 Actions
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