Works matching IS 1040-726X AND VI 35 AND IP 2 AND DT 2023

Results: 28

The Yet Underestimated Importance of Communicating Findings from Educational Trials to Teachers, Schools, School Authorities, or Policy Makers (Comment on Brady et al. (2023))

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09776-8

By:

Zitzmann, Steffen;
Machts, Nils;
Hübner, Nicolas;
Schauber, Stefan;
Möller, Jens;
Lindner, Christoph

Publication type:

Article

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

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09783-9

By:

Mayer, Richard E.

Publication type:

Article

A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09782-w

By:

Chen, Ouhao;
Paas, Fred;
Sweller, John

Publication type:

Article

Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09718-4

By:

Dignath, Charlotte;
van Ewijk, Reyn;
Perels, Franziska;
Fabriz, Sabine

Publication type:

Article

Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09780-y

By:

Flanigan, Abraham E.;
Brady, Anna C.;
Dai, Yan;
Ray, Emily

Publication type:

Article

Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09779-5

By:

Hoch, Emely;
Sidi, Yael;
Ackerman, Rakefet;
Hoogerheide, Vincent;
Scheiter, Katharina

Publication type:

Article

Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09760-2

By:

Vasilopoulos, Fotini;
Jeffrey, Holly;
Wu, Yanwen;
Dumontheil, Iroise

Publication type:

Article

The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09775-9

By:

Bittermann, André;
McNamara, Danielle;
Simonsmeier, Bianca A.;
Schneider, Michael

Publication type:

Article

Should researchers make causal inferences and recommendations for practice on the basis of nonexperimental studies?

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09777-7

By:

Grosz, Michael P.

Publication type:

Article

John Glover: a Long Overdue Account of His Productive Scholarship Methods.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09778-6

By:

Kiewra, Kenneth A.;
Kauffman, Douglas

Publication type:

Article

Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09774-w

By:

Martin, Andrew J.

Publication type:

Article

Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09771-z

By:

Ackerman, Rakefet

Publication type:

Article

Improving Computer-Assisted Language Learning Through the Lens of Cognitive Load.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09764-y

By:

Bahari, Akbar;
Wu, Sumei;
Ayres, Paul

Publication type:

Article

Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09773-x

By:

Berti, Sara;
Grazia, Valentina;
Molinari, Luisa

Publication type:

Article

When More Is Not Better: Effects of Interim Testing and Feature Highlighting in Natural Category Learning.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09772-y

By:

Kang, Yewon;
Ha, Hyorim;
Lee, Hee Seung

Publication type:

Article

Making Sense of Generative Learning.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09769-7

By:

Fiorella, Logan

Publication type:

Article

How to Make Recommendations for Educational Practice from Correlational Data Using Structural Equation Models.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09770-0

By:

Dumas, Denis;
Edelsbrunner, Peter

Publication type:

Article

Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09768-8

By:

Marsh, Herbert W.;
Pekrun, Reinhard;
Guo, Jiesi;
Hattie, John;
Karin, Eyal

Publication type:

Article

A Systematic Review of Secondary School Climate Assessments.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09748-y

By:

Baumsteiger, Rachel;
Hoffmann, Jessica D.;
Seibyl, Jennifer;
Rose, Becca;
Brackett, Marc A.

Publication type:

Article

Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09765-x

By:

Marsh, Herbert W.;
Guo, Jiesi;
Parker, Philip D.;
Pekrun, Reinhard;
Basarkod, Geetanjali;
Dicke, Theresa;
Parada, Roberto H.;
Reeve, Johnmarshall;
Craven, Rhonda;
Ciarrochi, Joseph;
Sahdra, Baljinder;
Devine, Emma K.

Publication type:

Article

To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09756-y

By:

List, Alexandra;
Sun, Yuting

Publication type:

Article

Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09766-w

By:

de Bruin, Anique B. H.;
Biwer, Felicitas;
Hui, Luotong;
Onan, Erdem;
David, Louise;
Wiradhany, Wisnu

Publication type:

Article

“Here Be Dragons!” Mapping the Realm of Higher-Order, Critical, and Critical-Analytic Thinking.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09762-0

By:

Alexander, Patricia A.

Publication type:

Article

Theories of Motivation in Education: an Integrative Framework.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09767-9

By:

Urhahne, Detlef;
Wijnia, Lisette

Publication type:

Article

How do Students Regulate Their Use of Multiple Choice Practice Tests?

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09761-1

By:

Badali, Sabrina;
Rawson, Katherine A.;
Dunlosky, John

Publication type:

Article

Text Generation Benefits Learning: a Meta-Analytic Review.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09758-w

By:

Schindler, Julia;
Richter, Tobias

Publication type:

Article

On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09763-z

By:

Lombardi, Doug

Publication type:

Article

Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review.

Published in:

Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09757-x

By:

Loyens, Sofie M. M.;
van Meerten, Julianne E.;
Schaap, Lydia;
Wijnia, Lisette

Publication type:

Article