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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-19 Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu
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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-13 Andreas Lachner, Leonie Sibley, Salome Wagner
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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-12 Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki
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Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-09 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-08 Bartlomiej Chrobak
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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-01
Abstract Computer-based simulations for learning offer affordances for advanced capabilities and expansive possibilities for knowledge construction and skills application. Virtual agents, when powered by artificial intelligence (AI), can be used to scaffold personalized and adaptive learning processes. However, a synthesis or a systematic evaluation of the learning effectiveness of AI-powered virtual
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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens
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Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28
Abstract Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Jessica T. DeCuir-Gunby, Paul A. Schutz
In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition
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Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Keiichi Kobayashi
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Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Reinhard Pekrun
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of
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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-27 Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus
This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of
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Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-24 Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
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Hybridizing Psychological Theories: Weighing the Ends Against the Means Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-16 Patricia A. Alexander
In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that
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Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-15 Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel
The science of learning literature is filled with recommendations for strategies educators can use to increase effective and efficient learning. However, some believe that implementation has not been as robust as many have hoped. We believe more effective science communication is needed to increase the overall impact of science of learning research in education, but more data on the most effective
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Evolution of a Learning Theory: In Praise of Scientific Speculation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-14 Patricia A. Alexander, P. Karen Murphy
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist,
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Emerging and Future Directions in Test-Enhanced Learning Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-12 Steven C. Pan, John Dunlosky, Kate M. Xu, Kim Ouwehand
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Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08
Abstract Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the
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A Computational Model of School Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08 Brendan A. Schuetze
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Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-06 Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith, Sijing Zhou
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Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-05 Richard M. Ryan
The ideal of theoretical integration in motivational approaches to education is worthy, but in this commentary, I raise some (semi)contrarian concerns about both the meaning of theoretical integration and how that occurs. Integration is more than an aggregation or combination of measures but rather involves synthesis into a framework with theoretic and meta-theoretic integrity. Across disciplines and
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A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-31 Majid Elahi Shirvan, Esmaeel Saeedy Robat, Abdullah Alamer, Nigel Mantou Lou, Elyas Barabadi
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Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann
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A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Christine C. A. van Nooijen, Bjorn B. de Koning, Wichor M. Bramer, Anna Isahakyan, Maryam Asoodar, Ellen Kok, Jeroen J. G. van Merrienboer, Fred Paas
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Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Kamilla Khamzina, Arnaud Stanczak, Célénie Brasselet, Caroline Desombre, Camille Legrain, Sandrine Rossi, Nicolas Guirimand, Federica Cilia
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When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-19 Axel Grund, Stefan Fries, Matthias Nückles, Alexander Renkl, Julian Roelle
In the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory and Self-Determination Theory, we plea for a three-fold
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Research Avenues Supporting Embodied Cognition in Learning and Instruction Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-19 Juan C. Castro-Alonso, Paul Ayres, Shirong Zhang, Björn B. de Koning, Fred Paas
Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative
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A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-18 Megan Rojo, Jenna Gersib, Sarah R. Powell, Zhina Shen, Sarah G. King, Syeda Sharjina Akther, Tessa L. Arsenault, Samantha E. Bos, Danielle O. Lariviere, Xin Lin
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The Past, Present, and Future of the Cognitive Theory of Multimedia Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-17 Richard E. Mayer
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Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-15
Abstract Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners’ experience of cognitive load, motivation, engagement, and achievement. Students (N = 1287) in years 7–10 in
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Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-08 Steven J. Howard, Kate L. Lewis, Emma Walter, Irina Verenikina, Lisa K. Kervin
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Personal Reflections on Science Communication and Sharing Retrieval Practice Research with Teachers Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-28 Pooja K. Agarwal
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To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-22 Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas
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The Role of Functional Near-Infrared Spectroscopy in Collaborative Research: A systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-22 Yu Wang, Yan Dong, Jessie Siew-Pin Leuk, Xuesong Zhai, Chang Xu, Yu Fu, Wei-Peng Teo
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Reporting and Design Considerations for SMART Behavioral Science Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-14 Lauren H. Hampton, Jason C. Chow, Bethany Hamilton Bhat, Greg Roberts
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A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-15 Melanie Turner, Flaviu A. Hodis
Academic procrastination is a prevalent and pernicious self-regulation failure, which affects students’ academic performance, health, and well-being. We conducted a systematic review of the recent (i.e., 2018 and subsequent) literature on the efficacy of interventions designed to reduce academic procrastination in several relevant online databases. Twenty-one studies, which matched our criteria for
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How Learners Use Their Hands for Learning: an Eye-Tracking Study Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-11 Babette Park, Andreas Korbach, Paul Ginns, Roland Brünken
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How Does Family Socioeconomic Status Influence Children’s Reading Ability? Evidence from Meta-analytic Structural Equation Modeling Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-15 Jiahui Li, Peng Peng, Xue’er Ma, Ning Ding, Jingjing Zhao
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Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-07 Gyde Wartenberg, Karen Aldrup, Simon Grund, Uta Klusmann
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Grasping Virtual Objects Benefits Lower Aptitude Learners’ Acquisition of Foreign Language Vocabulary Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-08 Manuela Macedonia, Brian Mathias, Astrid E. Lehner, Susanne M. Reiterer, Claudia Repetto
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Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-07 Ernesto Panadero, Anders Jonsson, Leire Pinedo, Belén Fernández-Castilla
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Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-28 Leonard Tetzlaff, Peter Edelsbrunner, Alexandra Schmitterer, Ulrike Hartmann, Garvin Brod
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Are Inductive Teaching Methods Compatible with Cognitive Load Theory? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-24 Anna Gorbunova, Jeroen J. G. van Merrienboer, Jamie Costley
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Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-16 Gaia Scerif, Emma Blakey, Sylvia Gattas, Zachary Hawes, Steven Howard, Rebecca Merkley, Rosemary O’Connor, Victoria Simms
A vast body of work highlights executive functions (EFs) as robust correlates of mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation to causality, failures of transfer from executive
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Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-13 Ziyi Kuang, Fuxing Wang, Heping Xie, Richard E. Mayer, Xiangen Hu
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A Systematic Literature Review of Social Learning Theory in Online Learning Environments Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-11 Siyuan Li, Yi-Chun Hong, Scotty D. Craig
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How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity Controls in Intervention Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-04 Amedee Marchand Martella, Ronald C. Martella, Jane K. Yatcilla, Alexandra Newson, Eric N. Shannon, Charissa Voorhis
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A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-01 Wei Hong, Jon R. Star, Ru-De Liu, Ronghuan Jiang, Xinchen Fu
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How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-02 Samuel P. León, Ernesto Panadero, Inmaculada García-Martínez
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Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-11-02 Joshua Benjamin Jaffe, Donald Joseph Bolger
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The Theory of Immersive Collaborative Learning (TICOL) Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-10-27 Guido Makransky, Gustav Bøg Petersen
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Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-10-13 Julian Roelle, Tino Endres, Roman Abel, Niklas Obergassel, Matthias Nückles, Alexander Renkl
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The Cognitive Architecture of Digital Externalization Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-10-10 Alexander Skulmowski
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Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-10-05 Ioulia Televantou, Herbert W. Marsh, Kate M. Xu, Jiesi Guo, Theresa Dicke
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Measuring Children’s Engagement in Early Childhood Education and Care Settings: A Scoping Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-30 Andrea Ritoša, Frida Åström, Eva Björck, Lisa Borglund, Elin Karlsson, Elaine McHugh, Elisabeth Nylander
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Spaced Retrieval Practice: Can Restudying Trump Retrieval? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-26 Philip A. Higham, Greta M. Fastrich, Rosalind Potts, Kou Murayama, Jade S. Pickering, Julie A. Hadwin
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Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-25 Steven C. Pan, Shana K. Carpenter
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Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-23 Shana K. Carpenter
Over 100 years of research shows that retrieval practice is highly effective for enhancing student learning. When managing their own study behaviors, however, students tend to avoid using retrieval practice as a way of learning. Understanding and improving students’ study decisions is important given the increasingly autonomous nature of educational experiences that require students to initiate and
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The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-19 John Sweller
Cognitive load theory has been in development since the 1980s. Much of the impetus for that development has come from firstly, replication failures using randomised controlled trials and secondly, from the incorporation of other theories into cognitive load theory. Both have led to theory expansion. The immediate cause of the so-called “replication crisis” in psychology and other disciplines is a failure