Metadata Search Funding Data Link References Status API Help
Facet browsing currently unavailable
Page 10 of 1214 results
Sort by: relevance publication year
Showing results for ISSN matching 1040-726X

Spaced Retrieval Practice Increases College Students’ Short- and Long-Term Retention of Mathematics Knowledge

JOURNAL ARTICLE published December 2016 in Educational Psychology Review

Research funded by National Science Foundation (1431544)

Authors: Robin F. Hopkins | Keith B. Lyle | Jeff L. Hieb | Patricia A. S. Ralston

https://doi.org/10.1007/s10648-015-9349-8 Actions

When Choice Motivates and When It Does Not

JOURNAL ARTICLE published 9 October 2007 in Educational Psychology Review

Authors: Idit Katz | Avi Assor

https://doi.org/10.1007/s10648-006-9027-y Actions

Do I Fit In: Race/Ethnicity and Feelings of Belonging in School

JOURNAL ARTICLE published December 2022 in Educational Psychology Review

Authors: Sandra Graham | Kara Kogachi | Jessica Morales-Chicas

https://doi.org/10.1007/s10648-022-09709-x Actions

Collaboration Scripts – A Conceptual Analysis

JOURNAL ARTICLE published 6 November 2006 in Educational Psychology Review

Authors: Ingo Kollar | Frank Fischer | Friedrich W. Hesse

https://doi.org/10.1007/s10648-006-9007-2 Actions

How Visual Displays Affect Cognitive Processing

JOURNAL ARTICLE published September 2017 in Educational Psychology Review

Authors: Matthew T. McCrudden | David N. Rapp

https://doi.org/10.1007/s10648-015-9342-2 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

A Meta-Analysis of Negative Feedback on Intrinsic Motivation

JOURNAL ARTICLE published March 2019 in Educational Psychology Review

Authors: Carlton J. Fong | Erika A. Patall | Ariana C. Vasquez | Sandra Stautberg

https://doi.org/10.1007/s10648-018-9446-6 Actions

An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns

JOURNAL ARTICLE published December 2022 in Educational Psychology Review

Research funded by National Science Foundation (2201928,2201928,1761179) | Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD08477,P2CHD042849,T32HD007081)

Authors: Eric N. Smith | David S. Yeager | Carol S. Dweck | Gregory M. Walton

https://doi.org/10.1007/s10648-022-09715-z Actions

Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills

JOURNAL ARTICLE published September 2018 in Educational Psychology Review

Research funded by Norges Forskningsråd (237981/H20)

Authors: Eva Wennås Brante | Helge I. Strømsø

https://doi.org/10.1007/s10648-017-9421-7 Actions

The Variability Effect: When Instructional Variability Is Advantageous

JOURNAL ARTICLE published June 2019 in Educational Psychology Review

Authors: Vicki Likourezos | Slava Kalyuga | John Sweller

https://doi.org/10.1007/s10648-019-09462-8 Actions

JOURNAL ARTICLE published 2003 in Educational Psychology Review

Authors: Rosemary E. Sutton | Karl F. Wheatley

https://doi.org/10.1023/a:1026131715856 Actions

Memory for action events: The power of enactment

JOURNAL ARTICLE published March 1989 in Educational Psychology Review

Authors: Ronald L. Cohen

https://doi.org/10.1007/bf01326550 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

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement

JOURNAL ARTICLE published December 2010 in Educational Psychology Review

Authors: Tamara van Gog | Fred Paas | John Sweller

https://doi.org/10.1007/s10648-010-9145-4 Actions

Complex Social Ecologies and the Development of Academic Motivation

JOURNAL ARTICLE published December 2022 in Educational Psychology Review

Authors: Ellen A. Skinner | Thomas A. Kindermann | Justin W. Vollet | Nicolette P. Rickert

https://doi.org/10.1007/s10648-022-09714-0 Actions

The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

JOURNAL ARTICLE published 30 November 2006 in Educational Psychology Review

Authors: Reinhard Pekrun

https://doi.org/10.1007/s10648-006-9029-9 Actions

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

JOURNAL ARTICLE published March 2014 in Educational Psychology Review

Authors: Emily R. Fyfe | Nicole M. McNeil | Ji Y. Son | Robert L. Goldstone

https://doi.org/10.1007/s10648-014-9249-3 Actions

Placing Motivation and Future Time Perspective Theory in a Temporal Perspective

JOURNAL ARTICLE published June 2004 in Educational Psychology Review

Authors: Joke Simons | Maarten Vansteenkiste | Willy Lens | Marlies Lacante

https://doi.org/10.1023/b:edpr.0000026609.94841.2f 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

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
Feedback: support@crossref.org