Works in Educational Psychology Review, 2025, Vol 37, Issue 1

Results: 28

How Similar Are Students’ Aggregated State Emotions to Their Self-Reported Trait Emotions? Results from a Measurement Burst Design Across Three School Years.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09995-1

By:

Keller, Melanie M.;
Yanagida, Takuya;
Lüdtke, Oliver;
Goetz, Thomas

Publication type:

Article

How Eye Read: A Social Network Approach.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-10000-y

By:

Catrysse, Leen;
van Daal, Tine;
Jarodzka, Halszka;
Kaakinen, Johanna K.;
Donche, Vincent;
Gijbels, David

Publication type:

Article

Interventions to Teacher Well-Being and Burnout A Scoping Review.

Published in:

2025

By:

Avola, Pauliina;
Soini-Ikonen, Tiina;
Jyrkiäinen, Anne;
Pentikäinen, Viivi

Publication type:

Literature Review

Classroom Carrying Capacity: A Resource and Limiting Factors Framework.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09999-x

By:

Granger, Kristen L.;
Chow, Jason C.

Publication type:

Article

Editorial: A Sincere Thank You to Our Board Members and Reviewers.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09996-0

By:

Paas, Fred

Publication type:

Article

What Are Teacher–Student Relationships in Adolescent Motivation Research? A Systematic Review of Conceptualizations, Measurement, and Analysis.

Published in:

2025

By:

Burns, Emma C.;
Van Bergen, Penny

Publication type:

Literature Review

Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis.

Published in:

2025

By:

Patzak, Alexandra;
Zhang, Xiaorong

Publication type:

Literature Review

Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis.

Published in:

2025

By:

Chang, A.;
Mauer, E.;
Wanzek, J.;
Kim, S.;
Scammacca, N.;
Swanson, E.

Publication type:

Literature Review

Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge?

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09993-3

By:

He, Cheng-Wen;
Fiorella, Logan;
Lemons, Paula P.

Publication type:

Article

Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09990-6

By:

Bagnall, Charlotte Louise;
Jindal-Snape, Divya;
Banwell, Emily;
Panayiotou, Margarita;
Mason, Carla;
Qualter, Pamela

Publication type:

Article

Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis.

Published in:

2025

By:

Tan, Li-Ping;
Gong, Shao-Ying;
Wang, Yu-Jie;
Guo, Xiao-Rong;
Xu, Xi-Zheng;
Wang, Yan-Qing

Publication type:

Literature Review

Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis.

Published in:

2025

By:

Chang, A.;
Mauer, E.;
Wanzek, J.;
Kim, S.;
Scammacca, N.;
Swanson, E.

Publication type:

Literature Review

The Role of Asset-Based Pedagogy in Promoting Belonging and Ethnic-Racial Identity among Latine Students.

Published in:

2025

By:

López, Francesca;
Rivas-Drake, Deborah;
Serrano, Elisa;
Delcid, Giselle

Publication type:

Literature Review

Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09991-5

By:

Boehme, Katharina Luisa;
Goetz, Thomas;
Feuchter, Markus;
Preckel, Franzis

Publication type:

Article

The Virtual Reality in Your Head: How Immersion and Mental Imagery Are Connected to Knowledge Retention.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09984-4

By:

Barrett, Alex;
Zhang, Nuodi;
Wei, Shiyao

Publication type:

Article

Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis.

Published in:

2025

By:

Reeve, Johnmarshall;
Basarkod, Geetanjali;
Jang, Hye-Ryen;
Gargurevich, Rafael;
Jang, Hyungshim;
Cheon, Sung Hyeon

Publication type:

Literature Review

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners.

Published in:

2025

By:

Li, Miao;
Zhang, Shuai;
Liu, Yuting;
Snow, Catherine;
Zhang, Huan;
Han, Bing

Publication type:

Literature Review

Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis.

Published in:

2025

By:

Dahl-Leonard, Katlynn;
Hall, Colby;
Cho, Eunsoo;
Capin, Philip;
Roberts, Garrett J.;
Kehoe, Karen F.;
Haring, Christa;
Peacott, Delanie;
Demchak, Alisha

Publication type:

Literature Review

Exploring Educational Approaches to Addressing Misleading Visualizations.

Published in:

2025

By:

Rho, Jihyun;
Rau, Martina A.

Publication type:

Literature Review

Advancing Self-Reports of Self-Regulated Learning: Validating New Measures to Assess Students’ Beliefs, Practices, and Challenges.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-024-09977-9

By:

Hadwin, Allyson F.;
Rostampour, Ramin;
Winne, Philip H.

Publication type:

Article

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners.

Published in:

2025

By:

Li, Miao;
Zhang, Shuai;
Liu, Yuting;
Snow, Catherine;
Zhang, Huan;
Han, Bing

Publication type:

Literature Review

Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-024-09983-x

By:

Wirth, Joachim;
Weber-Reuter, Xenia-Lea;
Schuster, Corinna;
Fleischer, Jens;
Leutner, Detlev;
Stebner, Ferdinand

Publication type:

Article

Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis.

Published in:

2025

By:

Zhu, Xiaoliang;
Tang, Yixin;
Lu, Jiaqi;
Song, Minyuan;
Yang, Chunliang;
Zhao, Xin

Publication type:

Literature Review

An Individual Participant Data Meta-Analysis to Support Power Analyses for Randomized Intervention Studies in Preschool: Cognitive and Socio-Emotional Learning Outcomes.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-024-09981-z

By:

Brunner, Martin;
Stallasch, Sophie E.;
Artelt, Cordula;
Lüdtke, Oliver

Publication type:

Article

The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies.

Published in:

2025

By:

Edelsbrunner, Peter A.;
Simonsmeier, Bianca A.;
Schneider, Michael

Publication type:

Literature Review

The Effect of Psychological Interventions on Statistics Anxiety, Statistics Self-Efficacy, and Attitudes Toward Statistics in University Students: A Systematic Review.

Published in:

2025

By:

Mendes, Renata A.;
Loxton, Natalie J.;
Browning, Nicholas G.;
Lawrence, Rebecca K.

Publication type:

Literature Review

The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-024-09980-0

By:

Krieglstein, Felix;
Beege, Maik;
Wesenberg, Lukas;
Rey, Günter Daniel;
Schneider, Sascha

Publication type:

Article

Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning.

Published in:

Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-024-09978-8

By:

Endres, Tino;
Bender, Lisa;
Sepp, Stoo;
Zhang, Shirong;
David, Louise;
Trypke, Melanie;
Lieck, Dwayne;
Désiron, Juliette C.;
Bohm, Johanna;
Weissgerber, Sophia;
Castro-Alonso, Juan Cristobal;
Paas, Fred

Publication type:

Article