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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
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An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-13 Yeo-eun Kim, Cristina D. Zepeda, Andrew C. Butler
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How Personality Matters for Education Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-15 Hayley K. Jach, Lisa Bardach, Kou Murayama
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Evolutionary Perspective on Human Cognitive Architecture in Cognitive Load Theory: a Dynamic, Emerging Principle Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-12 Slava Kalyuga
Adopting an evolutionary approach to substantiate major characteristics of human cognitive architecture has been one of the major recent developments in cognitive load theory. According to this approach, human cognitive architecture is a natural information processing system which can be described by five general principles. This paper attempts to (1) identify the scope of applicability of these principles
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The Effect of Sentence Combining Instruction with Second- to Fourth-Grade Children: a Replication Study in Turkey Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-13 Omer Faruk Tavsanli, Steve Graham, Abdullah Kaldirim, Alyson Collins
Translating ideas into acceptable sentence is an essential writing production process. Limited sentence construction skills can hinder young writers from expressing ideas as intended or creating sentences that are comprehensible to their audiences. This may also limit other writing production processes, as young writers must devote considerable attention to this skill until it becomes more facile.
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The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-08 Dillon H. Murphy, Jeri L. Little, Elizabeth L. Bjork
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Pretesting Enhances Learning in the Classroom Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-09-05 Nicholas C. Soderstrom, Elizabeth Ligon Bjork
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Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-25 Chunliang Yang, Jiaojiao Li, Wenbo Zhao, Liang Luo, David R. Shanks
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Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-22 Sara D. Davis, Jason C. K. Chan
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It’s Just an Observation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-14 Daniel H. Robinson, Howard Wainer
To date, there have been four responses (Dumas & Edelsbrunner, Educational Psychology Review, 35, 48, 2023; Grosz, Educational Psychology Review, 35, 57, 2023; Mayer, Educational Psychology Review, 35, 64, 2023; Zitzmann et al., Educational Psychology Review, 35, 65, 2023) to the Brady et al. (Educational Psychology Review, 35, 36–37, 2023) observational study showing that the field of educational
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The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-15 Eva M. Janssen, Tamara van Gog, Laura van de Groep, Anne Jóia de Lange, Roosmarijn L. Knopper, Erdem Onan, Wisnu Wiradhany, Anique B. H. de Bruin
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Abstract Vocabulary Development: Embodied Theory and Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-15 Mark Sadoski, Beth Lawrence
This article reviews the embodied theoretical basis for the meaningful learning of abstract vocabulary and reviews selected educational programs that are theoretically based and have both success and promise for abstract vocabulary development. Abstract vocabulary is a mainstay of academic vocabulary, but its nature and educational development are not well understood. From the perspective of embodied
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Writing Self-Efficacy in Postsecondary Students: a Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-09 Kim M. Mitchell, Sharon Zumbrunn, Danielle N. Berry, Lisa Demczuk
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A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-08-04 Zi Yan, Ernesto Panadero, Xiang Wang, Ying Zhan
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Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-27 Ellen A. Skinner
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The Jingle-Jangle of Approaches to Learning in Prekindergarten: a Construct with Too Many Names Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-25 Amber H. Beisly
Approaches to Learning (AtL) is an umbrella construct describing children’s attitudes, habits, and learning styles as they engage in learning. First introduced by the National Education Goals Panel to indicate a child’s readiness to learn in school, AtL includes openness to new tasks, initiative, task persistence, and imagination. Over the years, this construct has been studied in various ways, leading
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How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-21 Shelley Xiuli Tong, Kembell Lentejas, Qinli Deng, Ning An, Yanmengna Cui
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Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-20 Andrew J. Elliot, Nicolas Sommet
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Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-13 Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint
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Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-11 Mark A. McDaniel
The benefits of retrieval practice (practice testing) are pervasive across various materials, learning conditions, and criterial tasks, and consequently researchers and educators have enthusiastically recommended retrieval practice for educational applications. Less research has been devoted to examining the effect of combining retrieval practice with other evidence-based learning strategies; this
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Embodied Learning Activities Focusing on Letter-Sound Knowledge Increase Spelling Performance in 1st Grade Children with Low and High Reading Ability Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-06 Linn Damsgaard, Anne-Mette Veber Nielsen, Marta Katarzyna Topor, Rasmus Ahmt Hansen, Søren Kildahl Jensen, Rebekka Læssøe Markers, Anne Kær Gejl, Anne Sofie Bøgh Malling, Jacob Wienecke
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Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-07-03 Michael Noetel, Philip Parker, Theresa Dicke, Mark R. Beauchamp, Nikos Ntoumanis, Ryan M. Hulteen, Carmel Diezmann, Alexander Yeung, Asghar Ahmadi, Diego Vasconcellos, John Mahoney, Poulomee Datta, Scott Doidge, Chris Lonsdale
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The Affordability Solution: a Systematic Review of Open Educational Resources Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-29 Amber M. Mullens, Bobby Hoffman
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How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-26 Tingting Wang, Susanne P. Lajoie
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Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-28 Niels J. de Ruig, Peter F. de Jong, Marjolein Zee
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Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-28 Herbert W. Marsh, Reinhard Pekrun, Theresa Dicke, Jiesi Guo, Philip D. Parker, Geetanjali Basarkod
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Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-23 Luke K. Fryer, Martijn J. M. Leenknecht
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A Testing Load: Investigating Test Mode Effects on Test Score, Cognitive Load and Scratch Paper Use with Secondary School Students Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-20 James Pengelley, Peter R. Whipp, Nina Rovis-Hermann
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A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-20 Daniel L. Dinsmore, Luke K. Fryer, Denis G. Dumas
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The Yet Underestimated Importance of Communicating Findings from Educational Trials to Teachers, Schools, School Authorities, or Policy Makers (Comment on Brady et al. (2023)) Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-15 Steffen Zitzmann, Nils Machts, Nicolas Hübner, Stefan Schauber, Jens Möller, Christoph Lindner
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How to Assess Whether an Instructional Intervention Has an Effect on Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-05 Richard E. Mayer
This commentary critiques Brady et al.’s (2023) paper, “How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies” and analyzes six research methods for assessing whether an instructional intervention affects learning outcomes.
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A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-06-02 Ouhao Chen, Fred Paas, John Sweller
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Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-31 Charlotte Dignath, Reyn van Ewijk, Franziska Perels, Sabine Fabriz
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Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-24 Abraham E. Flanigan, Anna C. Brady, Yan Dai, Emily Ray
Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital
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Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-25 Emely Hoch, Yael Sidi, Rakefet Ackerman, Vincent Hoogerheide, Katharina Scheiter
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Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-24 Fotini Vasilopoulos, Holly Jeffrey, Yanwen Wu, Iroise Dumontheil
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The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-19 André Bittermann, Danielle McNamara, Bianca A. Simonsmeier, Michael Schneider
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Should researchers make causal inferences and recommendations for practice on the basis of nonexperimental studies? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-11 Michael P. Grosz
Recommendations for practice have become increasingly common in educational psychology articles in recent decades, according to a review by Brady et al. (2023). At the same time, the proportion of experimental studies has decreased. This led Brady et al. to warn against under-supported recommendations for practice. Researchers who read their article might get the impression that evidence from experimental
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Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-09 Rakefet Ackerman
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Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-09 Andrew J. Martin
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Improving Computer-Assisted Language Learning Through the Lens of Cognitive Load Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-05 Akbar Bahari, Sumei Wu, Paul Ayres
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Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-05-04 Sara Berti, Valentina Grazia, Luisa Molinari
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When More Is Not Better: Effects of Interim Testing and Feature Highlighting in Natural Category Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-27 Yewon Kang, Hyorim Ha, Hee Seung Lee
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Making Sense of Generative Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-26 Logan Fiorella
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Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-19 Herbert W. Marsh, Reinhard Pekrun, Jiesi Guo, John Hattie, Eyal Karin
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How to Make Recommendations for Educational Practice from Correlational Data Using Structural Equation Models Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-19 Denis Dumas, Peter Edelsbrunner
In this commentary, we outline a five-phase process by which recommendations for educational practice can be distilled from correlational data using structural equation modeling (SEM). First, meta-theoretical beliefs associated with latent variables—that mental attributes cause behavior and can therefore be measured indirectly by observing multiple indicators of that behavior—must be adopted and made
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A Systematic Review of Secondary School Climate Assessments Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-17 Rachel Baumsteiger, Jessica D. Hoffmann, Jennifer Seibyl, Becca Rose, Marc A. Brackett
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Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-04-15 Herbert W. Marsh, Jiesi Guo, Philip D. Parker, Reinhard Pekrun, Geetanjali Basarkod, Theresa Dicke, Roberto H. Parada, Johnmarshall Reeve, Rhonda Craven, Joseph Ciarrochi, Baljinder Sahdra, Emma K. Devine
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Theories of Motivation in Education: an Integrative Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-30 Detlef Urhahne, Lisette Wijnia
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Text Generation Benefits Learning: a Meta-Analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-30 Julia Schindler, Tobias Richter
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How do Students Regulate Their Use of Multiple Choice Practice Tests? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-30 Sabrina Badali, Katherine A. Rawson, John Dunlosky
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“Here Be Dragons!” Mapping the Realm of Higher-Order, Critical, and Critical-Analytic Thinking Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-28 Patricia A. Alexander
The goals of this article are three-pronged. The first is to consider the perspectives and insights collectively offered by the four contributions to this special issue dealing with higher-order, critical, and critical-analytic thinking. The second is to build on the content of those contributions and on the literature from philosophy and educational psychology to establish meaningful distinctions
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Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-27 Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, Erdem Onan, Louise David, Wisnu Wiradhany
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To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-24 Alexandra List, Yuting Sun
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On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-20 Doug Lombardi
The information flood—ever present in today’s society—requires students, teachers, and the general public to think at a higher level, critically and analytically. However, higher order, critical, and critical analytic thinking lack practical and precise definitions, and therefore, researchers and practitioners have adopted disparate characterizations of these constructs. This special issue presents
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Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-21 Sofie M. M. Loyens, Julianne E. van Meerten, Lydia Schaap, Lisette Wijnia
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How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-03-15 Anna C. Brady, Marlynn M. Griffin, Ariah R. Lewis, Carlton J. Fong, Daniel H. Robinson
The field of educational psychology has been moving away from intervention and experimental methods and toward observational and correlational methods (Hsieh et al., Journal of Educational Psychology, 97(4), 523–529, 2005; Reinhart et al., Journal of Educational Psychology, 105(1), 241–247, 2013; Robinson et al., American Educational Research Journal, 44(2), 400–413, 2007). Additionally, there has