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The Jingle-Jangle of Approaches to Learning in Prekindergarten: a Construct with Too Many Names.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09796-4
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- Article
Embodied Learning Activities Focusing on Letter-Sound Knowledge Increase Spelling Performance in 1st Grade Children with Low and High Reading Ability.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09791-9
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- Article
Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09803-8
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- Article
Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09795-5
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- Article
A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09789-3
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- Article
Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09785-7
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- Article
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09787-5
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- Article
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09788-4
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- Article
How Personality Matters for Education Research.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09807-4
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- Article
The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09797-3
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- Article
Evolutionary Perspective on Human Cognitive Architecture in Cognitive Load Theory: a Dynamic, Emerging Principle Approach.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09812-7
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- Article
Graduate Student Award Winners in Educational Psychology: What Made Them Successful?
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09813-6
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- Article
An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09800-x
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- Article
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09726-4
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- Article
Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09784-8
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- Article
Writing Self-Efficacy in Postsecondary Students: a Scoping Review.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09798-2
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- Article
The Affordability Solution: a Systematic Review of Open Educational Resources.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09793-7
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- Article
The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09808-3
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- Article
Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09786-6
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- Article
A Testing Load: Investigating Test Mode Effects on Test Score, Cognitive Load and Scratch Paper Use with Secondary School Students.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09781-x
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- Article
It’s Just an Observation.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09804-7
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- Article
Abstract Vocabulary Development: Embodied Theory and Practice.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09802-9
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- Article
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09790-w
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- Article
Pretesting Enhances Learning in the Classroom.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09805-6
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- Article
The Effect of Sentence Combining Instruction with Second- to Fourth-Grade Children: a Replication Study in Turkey.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09806-5
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- Article
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09792-8
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- Article
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09794-6
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- Publication type:
- Article
A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09799-1
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- Article
Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review.
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- Educational Psychology Review, 2023, v. 35, n. 3, p. 1, doi. 10.1007/s10648-023-09801-w
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- Article