-
Perfectionism in Academically Gifted Students: A Systematic Review Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-04-07 Michael C. Grugan, Andrew P. Hill, Daniel J. Madigan, Tracy C. Donachie, Luke F. Olsson, Marianne E. Etherson
Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically gifted. However, it is apparent from existing research that a wide range of methods have been adopted to study perfectionism in this population. To identify what is currently known about perfectionism among these students and what future work
-
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-04-06 James S. Kim, Jackie Eunjung Relyea, Mary A. Burkhauser, Ethan Scherer, Patrick Rich
This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive effects on students’ vocabulary knowledge depth, argumentative writing, and reading comprehension. Using a cluster (school) randomized trial design, this replication experiment was conducted with 5,494 first- and second-grade students in 30
-
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-04-05 Kam Leung Yeung, Shana K. Carpenter, Daniel Corral
Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology
-
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-04-01 Anneliese Gill, Kylie Trask-Kerr, Dianne Vella-Brodrick
Identifying different conceptions of success and how these relate to wellbeing is an important area of research. These insights would be especially beneficial for young people who can be guided through school education to reflect on core values, life goals, and indices of success to promote aspirations that will be conducive to wellbeing. Through a systematic review of the empirical and grey literature
-
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-30 Steven C. Pan, Timothy C. Rickard, Robert A. Bjork
A century ago, spelling skills were highly valued and widely taught in schools using traditional methods, such as weekly lists, drill exercises, and low- and high-stakes spelling tests. That approach was featured in best-selling textbooks such as the Horn-Ashbaugh Speller of 1920. In the early 21st century, however, skepticism as to the importance of spelling has grown, some schools have deemphasized
-
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-26 Ouhao Chen, Fred Paas, John Sweller
Spaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in better learning outcomes than massed practice without
-
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-24 Sofia Oliveira, Magda Sofia Roberto, Ana Margarida Veiga-Simão, Alexandra Marques-Pinto
Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social impacts (e.g., mental ill health, decreased work performance, turnover), intervention and prevention efforts have consequently been employed to minimize the effects of this phenomenon/syndrome. As teaching-specific stressors are mainly related to
-
Benefits of Writing an Explanation During Pauses in Multimedia Lessons Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-23 Alyssa P. Lawson, Richard E. Mayer
Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating processes during learning. The present experiments examine whether the generative learning activity of generating explanations can be extended to online multimedia lessons and whether prompts to engage in this generative learning activity
-
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-23 Huimin Wu, Yiqun Guo, Yingkai Yang, Le Zhao, Cheng Guo
The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this relationship has not been investigated fully from a developmental perspective. In the present meta-analysis, 240 effect sizes were aggregated from 68 longitudinal studies to examine the longitudinal relationship between ASC and achievement. The results found
-
KReC-MD: Knowledge Revision with Multiple Documents Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-22 Reese Butterfuss, Panayiota Kendeou
The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and multiple-document comprehension with a particular emphasis on how readers negotiate conflicting information during reading. This review provides the groundwork for the second aim—to expand our current account of knowledge revision during reading
-
Does Individual Performance Feedback Increase the Use of Retrieval Practice? Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-20 Luotong Hui, Anique B. H. de Bruin, Jeroen Donkers, Jeroen J. G. van Merriënboer
The testing effect—the power of retrieval practice to enhance long-term knowledge retention more than restudying does—is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when studying. One of the reasons is that learners usually do not experience immediate benefits of such practice which often present only after a delay. We therefore
-
What If We Look at the Body? An Embodied Perspective of Collaborative Learning Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-19 Juliene Madureira Ferreira
The bodily experiences and implications of understanding the functioning of the human brain–body mechanism has been a center of attention in the field of cognitive neurosciences for over two decades. Research in this field has enlarged the theories of learning and development, and contributed to changes in educational practices involving language processing, mathematics, and spatial thinking; however
-
Test Anxiety and Metacognitive Performance in the Classroom Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-18 Katie M. Silaj, Shawn T. Schwartz, Alexander L. M. Siegel, Alan D. Castel
Test anxiety is a context-specific academic anxiety which can result in poorer academic and metacognitive performance. We assessed how the quantity and relative weight of assessments contribute to the effects of test anxiety on performance and metacognitive accuracy in a smaller seminar-style class on human memory (study 1) and a larger lecture-style class on cognitive psychology (study 2). Students
-
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-14 Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt
Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts
-
Multimedia Effect in Problem Solving: A Meta-Analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-13 Liru Hu, Gaowei Chen, Pengfei Li, Jing Huang
Pictures are commonly used to represent problems. However, it is unclear how the addition of pictures affects students’ problem-solving performance. The multimedia effect in problem solving describes the phenomenon whereby an individual’s problem-solving performance is enhanced when equivalent pictures are added to illustrate or replace part of the problem text. Using meta-analytic techniques, this
-
Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020) Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-13 Jeffrey S. Bowers
Fletcher, Savage, and Sharon (Educational Psychology Review, 2020) have raised a number of conceptual and empirical challenges to my claim that there is little or no evidence for systematic phonics (Bowers, Educational Psychology Review, 32, 681–705, 2020). But there are many mistakes, mischaracterizations, and omissions in the Fletcher et al. response that not only obscure the important similarities
-
Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-10 David F. Feldon, Kaylee Litson
Working memory is an essential mechanism in the cognitive learning process. However, its definitions and mechanisms remain a topic of debate. Miller-Cotto and Byrnes (Journal of Educational Psychology, 112(5), 1074–1084, 2020) reported a comparison of three models of working memory to determine which best accounted for data obtained from a national US dataset of young children over time (Early Childhood
-
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-09 Juan C. Castro-Alonso, Bjorn B. de Koning, Logan Fiorella, Fred Paas
Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect
-
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-03-02 Frieder L. Schillinger, Jochen A. Mosbacher, Clemens Brunner, Stephan E. Vogel, Roland H. Grabner
The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of
-
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-02-03 Sophia C. Weissgerber, Matthias Brunmair, Ralf Rummer
In the 2018 meta-analysis of Educational Psychology Review entitled “Null effects of perceptual disfluency on learning outcomes in a text-based educational context” by Xie, Zhou, and Liu, we identify some errors and inconsistencies in both the methodological approach and the reported results regarding coding and effect sizes. While from a technical point of view the meta-analysis aligns with current
-
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-27 Carmen Köhler, Johannes Hartig, Alexander Naumann
The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the analysis approach can be to include the measurement at the previous time point as a predictor in the regression model (ANCOVA), or to predict the change-score of the outcome variable (CHANGE). Researchers demonstrated that both approaches can
-
Activity Achievement Emotions and Academic Performance: A Meta-analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-15 Jesús Camacho-Morles, Gavin R. Slemp, Reinhard Pekrun, Kristina Loderer, Hanchao Hou, Lindsay G. Oades
Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings
-
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-06 Guido Makransky, Gustav B. Petersen
There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL)
-
A Complete SMOCkery: Daily Online Testing Did Not Boost College Performance Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-06 Daniel H. Robinson
In an article published in an open-access journal, (Pennebaker et al. PLoS One, 8(11), e79774, 2013) reported that an innovative computer-based system that included daily online testing resulted in better student performance in other concurrent courses and a reduction in achievement gaps between lower and upper middle-class students. This article has had high impact, not only in terms of citations
-
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-04 Qian Li, Hyeree Cho, Jimena Cosso, Yukiko Maeda
The current meta-analysis examined the association between K-12 students’ motivation to learn mathematics and mathematics anxiety, and explored the effects of potential moderating factors, including different motivation measures, dimensions of mathematics anxiety, students’ developmental stages, and cultural contexts. This meta-analysis was conducted with 73 articles (80 independent samples, total
-
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2021-01-03 Juan C. Castro-Alonso, Rachel M. Wong, Olusola O. Adesope, Fred Paas
Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics
-
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-11-19 Miriam McBreen, Robert Savage
This systematic review and meta-analysis explores the impact of motivational reading interventions on the reading achievement and reading motivation of school-age students. Results of preliminary searches for—and inspection of—the existing meta-analytic literature suggest that while there exist published meta-analyses on motivational reading interventions, these would benefit from inclusion of more
-
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist? Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-11-19 Tara Kulkarni, Amanda L. Sullivan, Jiwon Kim
Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic
-
One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-11-07 Tommi Kokkonen, Lennart Schalk
To help students acquire mathematics and science knowledge and competencies, educators typically use multiple external representations (MERs). There has been considerable interest in examining ways to present, sequence, and combine MERs. One prominent approach is the concreteness fading sequence, which posits that instruction should start with concrete representations and progress stepwise to representations
-
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-11-05 Jack M. Fletcher, Robert Savage, Sharon Vaughn
Bowers (Educational Psychology Review, 32, 681-705, 2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We identify five issues that limit Bowers’ conclusions: (1) definition issues; (2) what is the right question?; (3) the assumption
-
Developing Personalized Education: A Dynamic Framework Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-29 Leonard Tetzlaff, Florian Schmiedek, Garvin Brod
Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly
-
College Students’ Time Management: a Self-Regulated Learning Perspective Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-27 Christopher A. Wolters, Anna C. Brady
Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive theoretical model for understanding its connections to students’ engagement, learning, or achievement. Our central argument is that self-regulated learning provides the rich conceptual framework necessary for understanding college students’ time
-
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-26 Michelle L. Rivers
Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing for memory and do not use it as effectively as they could during their own self-regulated learning. The goal of this review is to identify common themes from research focused on learners’ metacognition
-
Generative Learning: Which Strategies for What Age? Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-23 Garvin Brod
Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness
-
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-14 Anja Prinz, Stefanie Golke, Jörg Wittwer
This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayed-summary writing, delayed-keywords listing, delayed-diagram completion, self-explaining, concept mapping, rereading, and setting a comprehension-test
-
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-12 Anique B. H. de Bruin, Julian Roelle, Shana K. Carpenter, Martine Baars
An exponential increase in the availability of information over the last two decades has asked for novel theoretical frameworks to examine how students optimally learn under these new learning conditions, given the limitations of human processing ability. In this special issue and in the current editorial introduction, we argue that such a novel theoretical framework should integrate (aspects of) cognitive
-
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-07 Alice Latimier, Hugo Peyre, Franck Ramus
Spaced retrieval practice consists of repetitions of the same retrieBjorkval event distributed through time. This learning strategy combines two “desirable difficulties”: retrieval practice and spacing effects. We carried out meta-analyses on 29 studies investigating the benefit of spacing out retrieval practice episodes on final retention. The total dataset was divided into two subsets to investigate
-
The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-10-02 John Dunlosky, Sabrina Badali, Michelle L. Rivers, Katherine A. Rawson
Almost anything worth doing takes effort, so it is no surprise that effort has played such a central role in how researchers, theoreticians, instructors, and even students think about student learning and achievement. In this special issue, the authors of the target articles explore the importance of effort to students’ self-regulated learning within multiple domains. To further support research progress
-
Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main Ideas Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-17 Nola Daley, Katherine A. Rawson
Textbooks currently include many elaborations that describe, illustrate, and explain main ideas, increasing the length of these textbook chapters. The current study investigated if the cost in additional reading time that these elaborations impose is outweighed by benefits to memory for main ideas. Given that elaborations in textbooks sometimes fail to produce memory benefits, the current study also
-
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-16 Tina Seufert
Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound way. The papers offer different perspectives on how to
-
What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-16 Johanna K. Kaakinen
In this commentary to the Special Issue of Educational Psychology Review on visual perceptual processes, I tie the empirical studies reported in the issue with previous research in other domains to offer some points to be considered in future studies. First, I will point out to issues related to the operationalization of the theoretical constructs. The empirical papers in this Special Issue use eye
-
Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-11 Alexa von Hagen, Saskia Kohnen, Nicole Stadie
This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of
-
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-10 Joachim Wirth, Ferdinand Stebner, Melanie Trypke, Corinna Schuster, Detlev Leutner
Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated
-
The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-09 Martine Baars, Lisette Wijnia, Anique de Bruin, Fred Paas
Research has shown a bi-directional association between the (perceived) amount of invested effort to learn or retrieve information (e.g., time, mental effort) and metacognitive monitoring judgments. The direction of this association likely depends on how learners allocate their effort. In self-paced learning, effort allocation is usually data driven, where the ease of memorizing is used as a cue, resulting
-
Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-05 Matthias Nückles
In this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher’s pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify characteristics of teacher expertise that enable teachers
-
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-03 Halszka Jarodzka, Irene Skuballa, Hans Gruber
Classrooms full of pupils can be very overwhelming, both for teachers and students, as well as for their joint interactions. It is thus crucial that both can distil the relevant information in this complex scenario and interpret it appropriately. This distilling and interpreting happen to a large extent via visual perception, which is the core focus of the current Special Issue. Six empirical studies
-
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-09-01 Xin Lin
The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic
-
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-25 Brian Hand, Ying-Chih Chen, Jee Kyung Suh
The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the fundamental sense of generative learning where practices and tools for learning become the focus of the learning environment, rather than on the products of learning. This paper, building on from the previous review by Fiorella and Mayer (2015
-
Does Touching Real Objects Affect Learning? Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-19 Magdalena Novak, Stephan Schwan
Based on theories of multimedia learning, the present study investigated whether the haptic sense serves as an additional channel to enhance the learning experience and learning outcomes. We therefore set up an experimental exhibition with two showrooms. In the first showroom, the sensory access of the participants to the exhibition objects was systematically varied in a 2 × 2 design with the between-subjects
-
Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-17 Laura Fries, Ji Y. Son, Karen B. Givvin, James W. Stigler
Research suggests that expert understanding is characterized by coherent mental representations featuring a high level of connectedness. This paper advances the idea that educators can facilitate this level of understanding in students through the practicing connections framework: a practical framework to guide instructional design for developing deep understanding and transferable knowledge in complex
-
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-16 Anna-Lena Roos, Thomas Goetz, Martin Voracek, Maike Krannich, Madeleine Bieg, Amanda Jarrell, Reinhard Pekrun
Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research
-
Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-15 Anja Prinz, Helene Zeeb, Abraham E. Flanigan, Alexander Renkl, Kenneth A. Kiewra
Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies, however, have focused mainly on male scholars. Consequently, little is known about how successful female educational psychologists go about their work and are so productive. In the present study, we addressed this gap by interviewing five
-
Visuospatial Processing Decline Due to Cannabis Consumption in Nondependent High School Students Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-14 Rodrigo Goycolea, Juan C. Castro-Alonso, Anneliese Dörr
Using cannabis (e.g., smoking marijuana) is becoming popular, partly due to a legalization trend across different countries. This tendency has resulted in cannabis consumption being accepted by society as if it were harmless. However, evidence shows that the use of this drug has detrimental effects on cognitive, academic, and professional performance, which tend to be larger in younger users (e.g.
-
Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-14 Lukas K. Sotola, Marcus Crede
We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and students’ academic performance in those classes. Data from 52 independent samples from real classes (N = 7864) suggests a moderate association of d = .42 between the use of quizzes and academic performance. Effects are even stronger in psychology
-
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-05 Shana K. Carpenter, Tino Endres, Luotong Hui
Retrieval practice has been widely studied as an effective strategy for enhancing memory. In this review article, we discuss how its effects on learning complex problem-solving procedures are less straightforward, however, with repeated studying of worked examples sometimes more effective than problem-solving practice. This worked example benefit has been interpreted within the framework of cognitive
-
Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-04 Joel R. Levin, John M. Ferron, Boris S. Gafurov
Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes in means/levels. In the present simulation study, we report the results of two multiple-baseline investigations, one targeting between-phase changes in slopes/trends and the other targeting between-phase changes in variability. For each
-
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-03 Janneke van de Pol, Mariëtte van Loon, Tamara van Gog, Sophia Braumann, Anique de Bruin
For (facilitating) effective learning from texts, students and teachers need to accurately monitor students’ comprehension. Monitoring judgments are accurate when they correspond to students’ actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students’ comprehension. Yet
-
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-03 Alexander Eitel, Tino Endres, Alexander Renkl
The main goals of this paper are to exemplify and further elaborate on the theoretical connections between cognitive load and self-regulated learning. In an effort to achieve this, we integrate the concepts of self-control and self-management within the effort monitoring and regulation (EMR) framework laid out by de Bruin et al. (Educational Psychology Review this issue). More specifically, we argue
-
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-01 Megan R. Krou, Carlton J. Fong, Meagan A. Hoff
Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic dishonesty in the literature, many of these aspects are difficult to change. However, students’ motivation, a known malleable factor, may allow for opportunities to shape students’ beliefs, goals, and values, which can, in turn, mitigate academic
-
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educ. Psychol. Rev. (IF 5.167) Pub Date : 2020-08-01 Katharina Scheiter, Rakefet Ackerman, Vincent Hoogerheide
A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research, metacognitive research provides robust evidence that self-appraisals
Contents have been reproduced by permission of the publishers.