Educational Psychology Early Career Award Winners: How Did They Do It?
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1981, doi. 10.1007/s10648-021-09619-4
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- Publication type:
- Article
Works in Educational Psychology Review, 2021, Vol 33, Issue 4
Results: 26
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Correction to: Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?
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- 2021
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- Correction Notice
3
Correction to: Educational Psychology Early Career Award Winners: How Did They Do It?
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- 2021
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- Publication type:
- Correction Notice
4
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1675, doi. 10.1007/s10648-021-09615-8
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- Article
5
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1499, doi. 10.1007/s10648-021-09613-w
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- Article
6
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers' Burnout Symptoms.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1779, doi. 10.1007/s10648-021-09612-x
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- Article
7
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1523, doi. 10.1007/s10648-021-09611-y
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- Article
8
Multimedia Effect in Problem Solving: A Meta-Analysis.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1717, doi. 10.1007/s10648-021-09610-z
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- Article
9
Improving Elementary Grade Students' Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1935, doi. 10.1007/s10648-021-09609-6
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- Article
10
What If We Look at the Body? An Embodied Perspective of Collaborative Learning.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1455, doi. 10.1007/s10648-021-09607-8
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- Publication type:
- Article
11
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1379, doi. 10.1007/s10648-021-09606-9
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- Article
12
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1553, doi. 10.1007/s10648-021-09605-w
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- Publication type:
- Article
13
Does Individual Performance Feedback Increase the Use of Retrieval Practice?
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1835, doi. 10.1007/s10648-021-09604-x
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- Article
14
KReC-MD: Knowledge Revision with Multiple Documents.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1475, doi. 10.1007/s10648-021-09603-y
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- Publication type:
- Article
15
Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020).
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1965, doi. 10.1007/s10648-021-09602-z
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- Publication type:
- Article
16
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1887, doi. 10.1007/s10648-021-09601-0
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- Publication type:
- Article
17
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1749, doi. 10.1007/s10648-021-09600-1
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- Publication type:
- Article
18
Test Anxiety and Metacognitive Performance in the Classroom.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1809, doi. 10.1007/s10648-021-09598-6
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- Article
19
Perfectionism in Academically Gifted Students: A Systematic Review.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1631, doi. 10.1007/s10648-021-09597-7
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- Publication type:
- Article
20
Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1907, doi. 10.1007/s10648-021-09596-8
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- Publication type:
- Article
21
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1409, doi. 10.1007/s10648-021-09595-9
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- Publication type:
- Article
22
Benefits of Writing an Explanation During Pauses in Multimedia Lessons.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1859, doi. 10.1007/s10648-021-09594-w
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- Publication type:
- Article
23
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1583, doi. 10.1007/s10648-020-09592-4
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- Publication type:
- Article
24
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1353, doi. 10.1007/s10648-020-09583-5
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- Article
25
Generative Learning: Which Strategies for What Age?
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1295, doi. 10.1007/s10648-020-09571-9
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- Publication type:
- Article
26
College Students' Time Management: a Self-Regulated Learning Perspective.
- Published in:
- Educational Psychology Review, 2021, v. 33, n. 4, p. 1319, doi. 10.1007/s10648-020-09519-z
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- Publication type:
- Article