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A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes

JOURNAL ARTICLE published September 2020 in Educational Psychology Review

Research funded by NICHHD (T32-HD07376)

Authors: Kamilah Legette

https://doi.org/10.1007/s10648-020-09521-5 Actions

The relevance of a connectionist model of reading for “The great debate”

JOURNAL ARTICLE published March 1994 in Educational Psychology Review

Authors: Barbara R. Foorman

https://doi.org/10.1007/bf02209023 Actions

Educating the Developing Mind: The View from Cognitive Psychology

JOURNAL ARTICLE published March 2012 in Educational Psychology Review

Authors: Earl Hunt

https://doi.org/10.1007/s10648-011-9186-3 Actions

Reflections on the Special Issue

JOURNAL ARTICLE published 22 February 2007 in Educational Psychology Review

Authors: Annemarie Sullivan Palincsar

https://doi.org/10.1007/s10648-006-9036-x Actions

Editor’s Note

JOURNAL ARTICLE published June 2011 in Educational Psychology Review

Authors: Dan Robinson

https://doi.org/10.1007/s10648-011-9167-6 Actions

Evolution of the nature-nurture controversy: Response to J. Philippe Rushton

JOURNAL ARTICLE published December 1995 in Educational Psychology Review

Authors: Albert H. Yee

https://doi.org/10.1007/bf02212309 Actions

JOURNAL ARTICLE published 1997 in Educational Psychology Review

Authors: Patricia S. Sakai | Afsaneh Nasserbakht

https://doi.org/10.1023/a:1024746606456 Actions

JOURNAL ARTICLE published 1999 in Educational Psychology Review

Authors: Muriel J. Bebeau | Stephen J. Thoma

https://doi.org/10.1023/a:1022057316180 Actions

Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

JOURNAL ARTICLE published December 2020 in Educational Psychology Review

Research funded by Deutsche Forschungsgemeinschaft (395562182)

Authors: Alexander Eitel | Tino Endres | Alexander Renkl

https://doi.org/10.1007/s10648-020-09559-5 Actions

A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning

JOURNAL ARTICLE published September 2023 in Educational Psychology Review

Authors: Daniel L. Dinsmore | Luke K. Fryer | Denis G. Dumas

https://doi.org/10.1007/s10648-023-09789-3 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

Student Learning in Higher Education: Where We Are and Paths Forward

JOURNAL ARTICLE published June 2017 in Educational Psychology Review

Authors: Luke Fryer | David Gijbels

https://doi.org/10.1007/s10648-017-9415-5 Actions

High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect

JOURNAL ARTICLE published June 2015 in Educational Psychology Review

Authors: Wayne Leahy | José Hanham | John Sweller

https://doi.org/10.1007/s10648-015-9296-4 Actions

Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

JOURNAL ARTICLE published September 2023 in Educational Psychology Review

Authors: Herbert W. Marsh | Reinhard Pekrun | Theresa Dicke | Jiesi Guo | Philip D. Parker | Geetanjali Basarkod

https://doi.org/10.1007/s10648-023-09726-4 Actions

Sequencing Tracing with Imagination

JOURNAL ARTICLE published March 2022 in Educational Psychology Review

Authors: Bo Wang | Paul Ginns | Nicole Mockler

https://doi.org/10.1007/s10648-021-09625-6 Actions

How to Assess Whether an Instructional Intervention Has an Effect on Learning

JOURNAL ARTICLE published June 2023 in Educational Psychology Review

Authors: Richard E. Mayer

https://doi.org/10.1007/s10648-023-09783-9 Actions

Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories

JOURNAL ARTICLE published September 2023 in Educational Psychology Review

Authors: Lisette Hornstra | Kim Stroet | Christine Rubie-Davies | Annaline Flint

https://doi.org/10.1007/s10648-023-09788-4 Actions

The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations

JOURNAL ARTICLE published June 2024 in Educational Psychology Review

Research funded by Ministry of Education (NRF- 2020S1A5A8041947) | Korean Ministry of Science and ICT (2021R1F1A1056465)

Authors: Hyun Jin Kim | Yuyi Park | Jihyun Lee

https://doi.org/10.1007/s10648-024-09878-x Actions

A Computational Model of School Achievement

JOURNAL ARTICLE published March 2024 in Educational Psychology Review

Authors: Brendan A. Schuetze

https://doi.org/10.1007/s10648-024-09853-6 Actions

The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis

JOURNAL ARTICLE published March 2024 in Educational Psychology Review

Research funded by Nationaal Regieorgaan Onderwijsonderzoek (405-15-720)

Authors: Lisette Wijnia | Gera Noordzij | Lidia R. Arends | Remigius M. J. P. Rikers | Sofie M. M. Loyens

https://doi.org/10.1007/s10648-024-09864-3 Actions
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