-
The effect of different question types on vicarious learning Educational Psychology (IF 3.117) Pub Date : 2024-03-18 Ziyi Kuang, Xiaxia Jiang, Keith T. Shubeck, Xiaoxue Leng, Yahong Li, Rui Zhang, Zhen Wang, Shun Peng, Xiangen Hu
This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (de...
-
Social-emotional need satisfaction and students’ academic engagement and social-emotional skills Educational Psychology (IF 3.117) Pub Date : 2024-03-09 Rebecca J. Collie
This investigation examined the role of students’ social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students ...
-
Longitudinal links of authoritative teaching and bullying victimization in upper elementary school Educational Psychology (IF 3.117) Pub Date : 2024-03-06 Mattias Kloo, Robert Thornberg, Linda Wänström, Dorothy L. Espelage
The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of...
-
The reciprocity between various motivation constructs and academic achievement: a systematic review and multilevel meta-analysis of longitudinal studies Educational Psychology (IF 3.117) Pub Date : 2024-02-29 Tuong Van Vu, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, Martijn Meeter
The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extend...
-
Perceptions of the teacher–student relationship climate and the development of academic motivation in high school: a transactional analysis Educational Psychology (IF 3.117) Pub Date : 2024-02-12 Yovanna Chacon Valdez, Olivier Gaudet, Jérémie Verner-Filion, Marie-Hélène Véronneau
High school teachers often struggle to engage students who have little or no motivation to learn. We argue that improving students’ perceptions of affective relationships with teachers may have the...
-
Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement Educational Psychology (IF 3.117) Pub Date : 2024-02-05 Jing Fang, Ruibo Xie, Wan Ding, Jiayi Li, Die Wang, Weijian Li
In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind c...
-
Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic Educational Psychology (IF 3.117) Pub Date : 2024-01-29 Micaela Biese, Anni Sofia Sydänmaanlakka, Marja Eliisa Holm, Jokke Häsä, Markku S. Hannula
Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student’s emotions. Yet, there is a lack of studies about how this transition might have cha...
-
The effects of teacher immediacy and autonomy support on secondary students’ approaches to learning Educational Psychology (IF 3.117) Pub Date : 2024-01-17 Qing Wang, Ziyi Xu, Jingjing Tao, Xuelian Ma
Teachers are closely connected with secondary students and have an impact on students’ approaches to learning and academic results. The present study aimed to explore the effects of teacher immedia...
-
Students’ interest, engagement, and achievement in online high school science courses Educational Psychology (IF 3.117) Pub Date : 2023-12-29 John Ranellucci, Joshua M. Rosenberg
Though documented extensively using self-report measures—especially in post-secondary course contexts—the relations among students’ interest, engagement, and academic achievement in high school sci...
-
Social support and school engagement in adolescence: moderated mediation models of life satisfaction and school climate Educational Psychology (IF 3.117) Pub Date : 2023-12-26 Lorea Azpiazu, Oihane Fernández-Lasarte, Naiara Escalante, Iker Izar-de-la-Fuente
Little is known about the mediating and moderating mechanisms that underlie the relationship between social support and school engagement. The present study aims to analyse: (1) the mediating role ...
-
The role of home and classroom literacy environment and expectations in early vocabulary development in bilingual primary education Educational Psychology (IF 3.117) Pub Date : 2023-12-25 Hedi Kwakkel, Mienke Droop, Ludo Verhoeven, Eliane Segers
This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and Englis...
-
List of Consulting Editors and Reviewers Educational Psychology (IF 3.117) Pub Date : 2023-12-25
Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 10, 2023)
-
Load reduction instruction: multilevel effects for motivation, engagement, and achievement in mathematics Educational Psychology (IF 3.117) Pub Date : 2023-12-25 Paul Evans, Andrew J. Martin
This study aimed to understand the role of load reduction instruction (LRI), a framework of instructional strategies designed to reduce cognitive load, and its association with motivation, engageme...
-
Can mathematics-unrelated reading intervention improve children’s mathematical performance? Educational Psychology (IF 3.117) Pub Date : 2023-12-25 Li Zhang, Yanpu Jia, Xiaoran Xue, Wei Wang
This study aims to examine whether a maths-unrelated reading intervention can improve children’s mathematical performance and to compare the effects of maths-related and maths-unrelated reading int...
-
Self-regulation of online homework behavior: using latent profile analysis to identify online homework management profiles Educational Psychology (IF 3.117) Pub Date : 2023-12-25 Chuang Wang, Jianzhong Xu, José Carlos Núñez, Susana Rodríguez Martínez
The aim of this investigation is to identify different profiles of undergraduates based on online homework management strategies: arranging the environment, managing time, monitoring motivation, co...
-
How perceived mindful parenting prevents maladaptive academic behaviours: the mediating roles of insecure attachment and children mindfulness Educational Psychology (IF 3.117) Pub Date : 2023-12-25 Ying-Fen Chang
The benefits of mindfulness have been noticed in academics, but whether and how perceived mindful parenting prevents maladaptive academic behaviours (e.g. rigid persistence, self-handicapping, and ...
-
Individual and collective moral disengagement as predictors of bullying perpetration: a short-term longitudinal multilevel study Educational Psychology (IF 3.117) Pub Date : 2023-12-14 Robert Thornberg, Björn Sjögren, Peter Ekberg, Sandra Englund, Trine Öhman, Björn Robbins
This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in in...
-
The role of attention problems in predicting applying to college among high school girls with disabilities Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Katherine W. Bromley, Atika Khurana, Leslie D. Leve, Lauren Lindstrom
Students with disabilities have higher rates of attention problems than those without disabilities. This can impede their academic success and postsecondary transition, but these effects have not b...
-
Individual variations in sources of self-regulatory efficacy among elementary school pupils Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Mika Paananen, Tuija Aro, Tuire Koponen, Helena Viholainen, Asko Tolvanen, Pilvi Peura, Mikko Aro
Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated ...
-
The link between teacher-student relationships and non-routine problem solving in ninth-grade mathematics: a moderated mediation model Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Xiaofeng Du, Lu Yuan, Jian Liu
In this study, we investigated the connections among teacher-student relationships (TSRs), intrinsic motivation, self-efficacy, and non-routine problem solving (NPS) in mathematics with a moderated...
-
Examining the influence of L2 grit and English proficiency on learning approaches: a mediation analysis through expectancy of success and perceived task difficulty Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Mu-Hsuan Chou
Approaches to learning a second/foreign language can be affected by such individual differences as personality traits, motivational variables, and task difficulty. Personality traits have been prov...
-
Grades of university and college students decrease during the transition from high school to tertiary education: a latent change analysis of the 2 × 2 model of perfectionism Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Patrick Gaudreau, Kristina Kljajic, Tim Fricker, Megan Waltenbury, Nicole Redmond
Academic performance tends to deteriorate during the transition from high school to post-secondary education. In this study, our goal was to investigate whether the degree of this performance deter...
-
A teacher strategic mindset predicts efficacious and effective teaching Educational Psychology (IF 3.117) Pub Date : 2023-12-13 Jessica C. Ng, Qiao Kang Teo, Patricia Chen
Efficacious, effective teaching markedly impacts students’ learning and academic achievement. How can we motivate teachers to feel efficacious, and hence teach effectively, amidst challenges? Our r...
-
Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion Educational Psychology (IF 3.117) Pub Date : 2023-11-08 Yu-Cheng Lin, Huei-Tse Hou
The research objective of this study is to understand the effects of different types of learning scaffolding on learning effectiveness, flow, anxiety, motivation, and emotions. The research design ...
-
Parent and teacher perceptions of ESL and non-ESL preschoolers’ school readiness Educational Psychology (IF 3.117) Pub Date : 2023-11-08 Louis Manfra, James A. Larsen, Danielle Turley, Seunghee Han, Alicia Lorio
In this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare t...
-
The effect of worked examples on learning solution steps and knowledge transfer Educational Psychology (IF 3.117) Pub Date : 2023-11-08 Ouhao Chen, Endah Retnowati, BoBo Kai Yin Chan, Slava Kalyuga
The worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem ...
-
Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions Educational Psychology (IF 3.117) Pub Date : 2023-11-08 Yeo-eun Kim, Cristina D. Zepeda, Rachel S. Martin, Andrew C. Butler
Given the various motivational challenges that students experience when engaging in academic tasks, there is an emerging interest in investigating students’ cost perceptions and how to reduce them....
-
Developing children’s humanity: the unique and interactive role of parents’ and peers’ humanity Educational Psychology (IF 3.117) Pub Date : 2023-11-08 Lisha Liu, Qian Wang, Yanfang Li
The present study investigated the unique and interactive role of parents’ and peers’ humanity virtue (i.e. kindness, love, and social intelligence) in association with children’s humanity. The par...
-
Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy Educational Psychology (IF 3.117) Pub Date : 2023-11-08 YunHee Jung, Sun Ah Lim, Lingyu Fan
This study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined...
-
Does an instructor’s positive emotion facilitate learning from video lectures across different levels of content difficulty? Educational Psychology (IF 3.117) Pub Date : 2023-09-09 Hui Chen, Yi Zhang, Wendie Yang, Qiuchen Yu, Jiumin Yang
The study investigated the effect of an instructor’s positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth with...
-
Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback Educational Psychology (IF 3.117) Pub Date : 2023-09-08 Ernesto Panadero, Daniel García-Pérez, Javier Fernández Ruiz, Juan Fraile, Iván Sánchez-Iglesias, Gavin T. L. Brown
This study explored the effects of three factors (feedback occasion, type of feedback, and year level) on self-efficacy and emotions when university students self-assessed. 126 higher education stu...
-
Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures Educational Psychology (IF 3.117) Pub Date : 2023-09-08 Kelly S. Mix, Corinne A. Bower, Lei Yuan, Gregory R. Hancock, Linda B. Smith
The current longitudinal study measured 279 kindergartners’ (Mage=5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evide...
-
The role of emotion regulation in predicting emotional engagement mediated by meta-emotion in online learning environments: a two-stage SEM-ANN approach Educational Psychology (IF 3.117) Pub Date : 2023-09-08 Changqin Huang, Linjie Zhang, Tao He, Xuemei Wu, Yafeng Pan, Zhongmei Han, Wenzhu Zhao
Understanding the mechanism of emotion regulation and the formation of emotional engagement can improve online learning persistence and academic performance. This study was set to pinpoint the pote...
-
Controlled attention, but not temporal storage of working memory correlates to math problem solving Educational Psychology (IF 3.117) Pub Date : 2023-09-07 Tian Li, Gaomin Sun, Xinlin Zhou, Tengfei Wang
The close relationship between working memory and maths problem solving is generally accepted, but the specifics of how working memory and its subcomponents contribute to maths problem solving rema...
-
Exploring wellbeing in education during the COVID-19 pandemic: emerging research and implications for the future Educational Psychology (IF 3.117) Pub Date : 2023-08-22 Kelly-Ann Allen, Ronnel B. King, Ching-Sing Chai
Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 5, 2023)
-
The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model Educational Psychology (IF 3.117) Pub Date : 2023-08-10 Sara Madeleine Kristensen, Anne G. Danielsen, Helga Bjørnøy Urke, Torill B. Larsen, Mette Marthinussen Aanes
This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary ed...
-
Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation Educational Psychology (IF 3.117) Pub Date : 2023-08-08 Deepak Maun, Vijaya Sherry Chand, Kathan Dushyant Shukla
Abstract Non-cognitive outcomes like Academic Self-efficacy (ASE) and Intrinsic Goal Orientation (IGO) have a bearing on students’ academic and life outcomes. Yet, the way teacher practices influence these outcomes has remained underexplored. We examined the influence of Teacher Innovative Behaviour (TIB) on students’ IGO and ASE within a span of one academic year (2015–16) in Indian government primary
-
Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic Educational Psychology (IF 3.117) Pub Date : 2023-08-02 Bo Chen, Qian Li, Tianchang Li, Xinyue Wu, Lingyan Shen, Rui Zhen
This study aims to examine the co-existing patterns of teachers’ satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnai...
-
Do epistemically more sophisticated students always learn better than epistemically less sophisticated students in a constructivist learning context? Educational Psychology (IF 3.117) Pub Date : 2023-08-02 Feng Lin, Gaoxia Zhu, Carol K. K. Chan
Abstract Previous studies suggested that epistemically more sophisticated students learned better in a constructivist learning context than epistemically less sophisticated students did. This study further examined if students with higher prior epistemic beliefs (EB High) had better learning gains than students with lower prior epistemic beliefs (EB Low) in a different constructivist learning context—Knowledge
-
Emergence of college students’ John Henryism during schoolwork: an exploratory study Educational Psychology (IF 3.117) Pub Date : 2023-08-02 Benjamin M. Torsney, Jennifer E. Symonds, Doug Lombardi, Kathryn M. Burke, Cheryl B. Torsney, Sherman A. James
Abstract John Henryism (JH), named after the American folk hero John Henry, is a construct characterised by a behavioural predisposition for high-effort coping with psychosocial stressors. While it has been rigorously studied in the health sciences, little empirical research has focused on how JH emerges within educational contexts, specifically during schoolwork. This exploratory study investigated
-
Enhancing memory recall during video lectures: does the visual display format matter? Educational Psychology (IF 3.117) Pub Date : 2023-07-26 Kenneth J. Barideaux Jr., Philip I. Pavlik Jr.
Abstract Lectures containing information presented in verbal and visual form are widely used in educational settings. To date, little is known about how the visual display in a video lecture influences immediate and delayed recall. In two experiments, participants listened to a pre-recorded lecture while viewing an animated concept map, sequential listing of bulleted text, or there was no visual display
-
Stress mindset, coping strategies, and well-being of secondary students in Singapore during the COVID-19 pandemic Educational Psychology (IF 3.117) Pub Date : 2023-07-17 Imelda S. Caleon, Munirah Binte Shaik Kadir, Chee Soon Tan, Jenny Chua, Nur Qamarina Binte Ilham
Abstract The present study explored the association between stress mindset and well-being of students during the Coronavirus Disease 2019 pandemic. The study also sought to examine how the relationship between students’ stress-mindset and well-being can be mediated by students’ coping strategies. The study applied a cross-sectional survey design, with secondary students (N = 617) from Singapore as
-
The development of computational estimation strategies: a longitudinal study with 6- to 7-year-olds Educational Psychology (IF 3.117) Pub Date : 2023-07-12 Elke Sekeris, Laure De Keyser, Lieven Verschaffel, Koen Luwel
Research showed that the capacity of making simple estimations begins to develop already at the age of five, but little is known about the early development of this estimation capacity and the stra...
-
The mental health and well-being of students and teachers during the COVID-19 pandemic: combining classical statistics and machine learning approaches Educational Psychology (IF 3.117) Pub Date : 2023-07-10 Norman B. Mendoza, Ronnel B. King, Joseph Y. Haw
Abstract The aims of this study were to (1) to explore the state of students’ and teachers’ well-being and (2) examine the factors that predict their well-being during the pandemic-related school closures in the Philippines. Our sample comprised 733 students and 1168 teachers. During the height of the pandemic, 22.10% of the students and 13.44% of teachers met the cut-off for depression; 13.91% of
-
The association between teacher–student relationships and school engagement: an investigation of gender differences Educational Psychology (IF 3.117) Pub Date : 2023-06-27 Donghyun Kang, Laura M. Stough, Myeongsun Yoon, Jeffrey Liew
Abstract This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association
-
The effect of COVID-19 on the well-being of first-year university students Educational Psychology (IF 3.117) Pub Date : 2023-06-23 Lize Vanderstraeten, Evelien Opdecam, Patricia Everaert, Wim Beyers
Abstract Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students. Both cross-sectional
-
Children’s performance on untimed and timed algorithmic computation tasks: the roles of executive functioning, maths test anxiety and basic maths fact fluency Educational Psychology (IF 3.117) Pub Date : 2023-06-22 Sum Kwing Cheung, Juan Zhang, Chenggang Wu
Abstract This study explored whether executive functioning skills and maths test anxiety were associated with children’s untimed and timed algorithmic computational performance and their discrepancy. It also investigated whether such relations were moderated by children’s basic maths fact fluency. One hundred and thirty third-graders were rated by teachers regarding their executive functioning skills
-
Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis Educational Psychology (IF 3.117) Pub Date : 2023-06-21 Lisa Bäulke, Markus Dresel
Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and
-
Attachment, emotion regulation, and burnout among university students: a mediational hypothesis Educational Psychology (IF 3.117) Pub Date : 2023-05-18 Hugo Marques, Rute Brites, Odete Nunes, João Hipólito, Tânia Brandão
Abstract The prevalence of burnout among university students is increasing with consequences for their academic performance. Attachment theory, as a theory of affect regulation and interpersonal relationships, may be an important framework that helps to explain why some students experience academic burnout while others do not. This study aims to examine the links between attachment orientations and
-
How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning? Educational Psychology (IF 3.117) Pub Date : 2023-05-18 Martin Greisel, Nadine Melzner, Ingo Kollar, Markus Dresel
Abstract It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students’ achievement goals are associated with regulation processes within groups. Two hundred and
-
Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors Educational Psychology (IF 3.117) Pub Date : 2023-05-08 Jolien M. Mouw, Marjon Fokkens-Bruinsma, Elisa Kupers, Hanke Korpershoek
Abstract In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT).
-
Mental toughness in higher education: exploring the roles of flow and feedback Educational Psychology (IF 3.117) Pub Date : 2023-05-08 Helen St Clair-Thompson, Lucy Devine
Abstract Previous research has found that mental toughness is a predictor of attainment in higher education, but there is little empirical research investigating the underpinnings of this. Two studies were therefore conducted to explore why mental toughness may be important. In Study 1, 123 undergraduates completed measures of mental toughness, flow, engagement with feedback, and reported their academic
-
Negative effects of teacher burnout on student executive function and social-emotional outcomes Educational Psychology (IF 3.117) Pub Date : 2023-05-08 Jimin Oh, Sharon Wolf
Abstract Teacher burnout can directly shape students’ learning environments and outcomes, as burnt-out teachers may provide less emotional support and less positive behaviour management to students. Yet studies of the effects of burnout on student outcomes – particularly non-academic outcomes – are scarce, even more so in low-income countries. This study attempts to establish a rigorous estimate of
-
How do undergraduate students’ conceptions of teaching affect their intentions for presentation? Educational Psychology (IF 3.117) Pub Date : 2023-04-28 Wenxiao Zhang, Yanqing Li, Jing Wang
Abstract This research is set in the active learning context and focuses on students’ intentions for presentation. Following research that suggests teachers’ teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students’ conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire
-
Halo effects in grading: an experimental approach Educational Psychology (IF 3.117) Pub Date : 2023-03-31 Fabian T. C. Schmidt, Aurelia Kaiser, Jan Retelsdorf
Abstract Halo effects in teacher judgments, can occur when the assessment of one aspect of a person’s achievement is generalised to another aspect of achievement for that same person. We conducted an experimental study in which participants (N = 107) had to grade vignettes of the same student in two different subjects. The first vignette described either a weak, average, or strong performance, whereas
-
Finger pointing to support learning from split-attention examples Educational Psychology (IF 3.117) Pub Date : 2023-03-31 Shirong Zhang, Bjorn B. de Koning, Fred Paas
Abstract We investigated whether finger pointing is an effective cognitive-load self-management strategy to mitigate the split-attention effect during learning. This effect holds that learning from split-attention examples consisting of spatially separated, but mutually referring text and picture, is less effective than learning from equivalent spatially integrated sources. One-hundred-and-twenty-nine
-
When pictures are not beneficial in multimedia learning: the case of threat-related pictures Educational Psychology (IF 3.117) Pub Date : 2023-03-06 Tim Kühl, Stefan Münzer
Abstract According to the multimedia principle, adding relevant pictures to text is beneficial for learning. This beneficial effect is particularly true for text depicted in pictures (illustrated text information) but not for a text that is not illustrated in pictures (non-illustrated text information). The multimedia principle was examined for threat-related content: spider-fearful participants (SFs)
-
Specificity of epistemic beliefs across school subject domains Educational Psychology (IF 3.117) Pub Date : 2023-02-20 Detlef Urhahne, Kerstin Kremer
Abstract Based on the theory of integrated domains in epistemology, the question of domain specificity of epistemic beliefs was investigated from a comprehensive perspective. We examined intraindividual differences in epistemic beliefs about the natural, mathematical, social, and linguistic sciences that represented almost the entire spectrum of subjects taught in secondary schools. The sample comprised
-
List of consulting editors and reviewers Educational Psychology (IF 3.117) Pub Date : 2023-02-10
Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 43, No. 1, 2023)
-
Learning and teaching during Covid-19 and beyond: educational psychology perspectives Educational Psychology (IF 3.117) Pub Date : 2023-01-02 Ronnel B. King, Ching Sing Chai, Hanke Korpershoek
Published in Educational Psychology: An International Journal of Experimental Educational Psychology (Vol. 42, No. 10, 2022)