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A Dynamic Interactive Model of Chinese Spelling Development Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-06-20 Yanyan Ye, Catherine McBride
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An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-06-16 Fabian Wolff, Jens Möller
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Children’s Evolved Learning Abilities and Their Implications for Education Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-06-14 David F. Bjorklund
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Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-05-23 Catrinel A. Ștefan, Ingrid Dănilă, Delia Cristescu
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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-05-23 Jeffrey A. Greene
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Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-05-21 Haiying Long, Jue Wang
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A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-05-20 Felix Krieglstein, Maik Beege, Günter Daniel Rey, Paul Ginns, Moritz Krell, Sascha Schneider
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Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-29 Keith B. Lyle, Campbell R. Bego, Patricia A. S. Ralston, Jason C. Immekus
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Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-25 Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel
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Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-22 Guido Makransky, Richard E. Mayer
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Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-15 Ouhao Chen, Fred Paas, John Sweller
Sana and colleagues (2022) have raised a number of challenges regarding the operationalisation of constructs and selection of articles to Chen et al.’s (Educational Psychology Review 33:1499–1522, 2021) suggestion that resting from cognitive activity could possibly allow for working memory recovery and so explain some of the data on the spacing effect. In our response, we indicate that the goal of
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Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children’s Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-14 Linn Damsgaard, Anne-Mette Veber Nielsen, Anne Kær Gejl, Anne Sofie Bøgh Malling, Søren Kildahl Jensen, Jacob Wienecke
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Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-12 Herbert W. Marsh, Reinhard Pekrun, Oliver Lüdtke
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How Strongly Is Personality Associated With Burnout Among Teachers? A Meta-analysis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-08 Janina Roloff, Janine Kirstges, Simon Grund, Uta Klusmann
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Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-08 Alyssa Emery, Rebecca A. Louick, Justin Sabrowsky
In the current literature review, we studied the articles published between 2010 and July 2020 in six prominent educational psychology journals to determine the extent to which students with disabilities (SWD) have recently been included in the field’s most visible literature, and the nature of that inclusion when it occurred. Although scholars routinely cite articles from special education journals
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Correction to: How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-02 Luciano Gasser,Yvonne Dammert,P. Karen Murphy
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Chess Instruction Improves Cognitive Abilities and Academic Performance: Real Effects or Wishful Thinking? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-04-02 Angel Blanch
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Toward Synergizing Educational Research and Movement Sciences: a Dialogue on Learning as Developing Perception for Action Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-22 Dor Abrahamson, Franz Mechsner
What could possibly be a meaningful conversation between educational researchers and movement scientists? Curiously, they have much in common. Both groups of researchers increasingly (1) appreciate the human capacity to enact perceptually guided movement as an overarching psychological model of thinking, problem-solving, and learning; (2) theorize the development of perceptual structures, including
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Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-21 David C. Geary, Kate M. Xu
Schooling is ubiquitous in the modern world and academic development is now a critical aspect of preparation for adulthood. A step back in time to pre-modern societies and an examination of life in remaining traditional societies today reveals that universal formal schooling is an historically recent phenomenon. This evolutionary and historical recency has profound implications for understanding academic
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Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-19 Dianne A. Vella-Brodrick, Krystyna Gilowska
There is growing interest in understanding the extent to which natural environments can influence learning particularly in school contexts. Nature has the potential to relieve cognitive overload, reduce stress and increase wellbeing—all factors that are conducive to learning. This paper provides a PRISMA-guided systematic review of the literature examining the effects of nature interventions on the
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Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-11 Brian Mathias, Christian Andrä, Anika Schwager, Manuela Macedonia, Katharina von Kriegstein
Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance
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Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-10 Karen Aldrup, Bastian Carstensen, Uta Klusmann
Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their
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Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-05 Sabrina Badali, Katherine A. Rawson, John Dunlosky
Retrieval practice is beneficial for both easy-to-learn and difficult-to-learn materials, but scant research has examined students’ use of self-testing for items of varying difficulty. In two experiments, we investigated whether students differentially regulate their use of self-testing for easy and difficult items and assessed the effectiveness of students’ self-regulated choices. Undergraduate participants
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Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-04 Yuqi Sun, Aike Shi, Wenbo Zhao, Yumeng Yang, Baike Li, Xiao Hu, David R. Shanks, Chunliang Yang, Liang Luo
Observing category exemplars in an interleaved manner is more beneficial for inductive learning than blocked (massed) presentation, a phenomenon termed the interleaving effect on inductive learning. However, people tend to erroneously believe that massed is more beneficial than interleaved learning, and learners prefer the former during self-regulated learning. We report four experiments designed to
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How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-04 Gasser Luciano, Dammert Yvonne, Murphy P. Karen
Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn
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A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-03-03 M. Danish Shakeel, Paul E. Peterson
Policymakers, conceptualized here as principals, disagree as to whether US student performance has changed over the past half century. To inform conversations, agents administered seven million psychometrically linked tests in math (m) and reading (rd) in 160 survey waves to national probability samples of cohorts born between 1954 and 2007. Estimated change in standard deviations (sd) per decade varies
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From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-02-24 Susana Araújo, Miguel Domingues, Tânia Fernandes
Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies appear to be variable and the underlying cognitive mechanism has been elusive. We thus conducted a meta-analysis on 50 independent experiments (with 1525 participants) to determine the magnitude of this HW benefit in visual graph recognition
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Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-02-12 Julia Schiefer, Peter A. Edelsbrunner, Andrea Bernholt, Nele Kampa, Andreas Nehring
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by
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On Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect: Commentary on Chen et al. (2021) Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-02-10 Faria Sana, Veronica X. Yan, Paulo F. Carvalho
In their recent paper, Chen et al. (Educational Psychology Review, 2021) propose that rest periods between deliberate learning characterize the spacing effect and the alternation between skills without rest characterizes the interleaving effect. In this commentary, we show that this theory is inadequate in two aspects. First, the operationalization of their constructs are problematic—their mechanism
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A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-02-09 Jason C. Chow, Lauren H. Hampton
The purpose of this systematic review is to describe the state of the art of sequential multiple-assignment randomized trials in education research. An iterative, systematic search strategy yielded thirteen reports for synthesis. We coded eligible reports for study characteristics, population, intervention, outcomes, SMART design components, overall findings, and study quality. Of the thirteen included
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How Do We Deal with Uncertain Information? Effects of Verbal and Visual Expressions of Uncertainty on Learning Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-31 Manuela Glaser, Dominik Lengyel, Catherine Toulouse, Stephan Schwan
Based on the knowledge generation model for visual analytics including uncertainty propagation and human trust building (Sacha et al. 2016), the cognitive theory of multimedia learning (Mayer, 2014), the multimedia principle (Butcher, 2014), and previous studies on the effects of different uncertainty visualization styles, an integrated theoretical approach is proposed to examine the influence of different
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Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-24 Schroeder, Noah L., Kucera, Aurelia C.
Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics. Refutation text is one instructional tool for addressing misconceptions and is simple to implement at little cost. We conducted a random-effects meta-analysis to examine the effectiveness of the refutation text
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Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-20 Omarchevska, Yoana, Lachner, Andreas, Richter, Juliane, Scheiter, Katharina
Guided inquiry learning is an effective method for learning about scientific concepts. The present study investigated the effects of combining video modeling (VM) examples and metacognitive prompts on university students’ (N = 127) scientific reasoning and self-regulation during inquiry learning. We compared the effects of watching VM examples combined with prompts (VMP) to watching VM examples only
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Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-14 Cai, Zhihui, Mao, Peipei, Wang, Dandan, He, Jinbo, Chen, Xinjie, Fan, Xitao
Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method
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Audiobooks, Print, and Comprehension: What We Know and What We Need to Know Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-08 Singh, Anisha, Alexander, Patricia A.
The purpose of this review was to examine the effects that audiobook listening and print reading have on comprehension performance and the role that learner characteristics, text features, and contextual factors play in reported outcomes. The review, which included 32 documents, covered elementary, secondary, and college students who processed narrative and expository texts aurally via audiobooks and
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Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-07 Ponce, Héctor R., Mayer, Richard E., Méndez, Ester E.
The present study examines the existing published research about the effectiveness of learner-generated highlighting and instructor-provided highlighting on learning from text. A meta-analysis was conducted of scientifically rigorous experiments comparing the learning outcomes (i.e., performance on memory and/or comprehension tests) of students (i.e., college students and/or K-12 students) who read
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Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses Educ. Psychol. Rev. (IF 8.705) Pub Date : 2022-01-06 Kühl, Tim, Fehringer, Benedict C. O. F., Münzer, Stefan
Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive
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Can Learners Allocate Their Study Time Effectively? It Is Complicated Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-12-01 Eylul Tekin
The existing literature on study time allocation has primarily focused on how people regulate their study time allocation across different items and conditions. However, these studies rarely investigated how self-regulated study time allocation affects later retention. In this review, the effectiveness of self-regulated study time allocation on retention is evaluated by (1) comparing people who regulated
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School Engagement in Elementary School: A Systematic Review of 35 Years of Research Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-30 Juliana Martins, Jennifer Cunha, Sílvia Lopes, Tânia Moreira, Pedro Rosário
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There is an Evidence Crisis in Science Educational Policy Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-06 Zhang, Lin, Kirschner, Paul A., Cobern, William W., Sweller, John
There is a considerable gap between many of the findings from educational psychology research and educational practice. This gap is especially notable in the field of science education. In this article, the implications of three categories of research and their findings for science educational policy in the USA and other jurisdictions were reviewed. We indicate that a particular category of research
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Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-03 Lachner, Andreas, Hoogerheide, Vincent, van Gog, Tamara, Renkl, Alexander
Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several
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The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-02 Sweller, John
Cognitive load theory is an instructional design theory based on our knowledge of human cognitive architecture and evolutionary educational psychology. The theory assumes that curriculum areas covered in educational institutions are concerned with domain-specific, biologically secondary information that we have not specifically evolved to acquire rather than generic-cognitive, biologically primary
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Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-01 Graham, Steve, Tavsanli, Omer Faruk, Kaldirim, Abdullah
An important goal of schooling is teaching students how to write. Teachers need access to effective writing practices to meet this goal. For close to 40 years, meta-analyses of writing intervention studies have been used to identify evidence-based practices in writing. Most of the research included in these reviews involved studies conducted in the U.S. and Europe. The current meta-analysis included
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Correction to: Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-11-01 Tara Kulkarni,Amanda L. Sullivan,Jiwon Kim
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Correction to: KReC-MD: Knowledge Revision with Multiple Documents Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-10-30 Reese Butterfuss,Panayiota Kendeou
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The Role of Individual Differences in Sourcing: a Systematic Review Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-10-29 Anmarkrud, Øistein, Bråten, Ivar, Florit, Elena, Mason, Lucia
This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that although the majority of the individual differences
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Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-10-20 Mason, Lucia, Ronconi, Angelica, Scrimin, Sara, Pazzaglia, Francesca
There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim
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Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-10-11 Chen, Xinjie, He, Jinbo, Swanson, Elizabeth, Cai, Zhihui, Fan, Xitao
Despite numerous studies involving personality traits and second language (L2) learning achievement over many years, there is a lack of an overall picture about how personality traits are related to L2 learning achievement. This study aims to conduct a systematic quantitative synthesis of the studies that examined the relationships between the Big Five personality traits and L2 learning achievement
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Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-09-23 Skulmowski, Alexander, Nebel, Steve, Remmele, Martin, Rey, Günter Daniel
The use of realistic visualizations has gained considerable interest due to the proliferation of virtual reality equipment. This review is concerned with the theoretical basis, technical implementation, cognitive effects, and educational implications of using realistic visualizations. Realism can be useful for learners, but in several studies, more abstract illustrations have resulted in higher performance
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How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-09-06 Zitzmann, Steffen, Wagner, Wolfgang, Hecht, Martin, Helm, Christoph, Fischer, Christian, Bardach, Lisa, Göllner, Richard
A central question in educational research is how classroom climate variables, such as teaching quality, goal structures, or interpersonal teacher behavior, are related to critical student outcomes, such as students’ achievement and motivation. Student ratings are frequently used to measure classroom climate. When using student ratings to assess classroom climate, researchers first ask students to
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Learning to Argue Through Dialogue: a Review of Instructional Approaches Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-09-04 Rapanta, Chrysi, Felton, Mark K.
Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has
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The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-31 Allen, Kelly-Ann, Gray, DeLeon L., Baumeister, Roy F., Leary, Mark R.
The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students’ positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance
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Effective Strategies for Research Integrity Training—a Meta-analysis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-27 Katsarov, Johannes, Andorno, Roberto, Krom, André, van den Hoven, Mariëtte
This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis
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Correction to: Educational Psychology Early Career Award Winners: How Did They Do It? Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-27 Kenneth A. Kiewra,Linlin Luo,Abraham E. Flanigan
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Distributed Scaffolding: Scaffolding Students in Classroom Environments Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-16 Puntambekar, Sadhana
This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky’s Zone of Proximal Development (ZPD), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially
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Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-04 Caviola, Sara, Toffalini, Enrico, Giofrè, David, Ruiz, Jessica Mercader, Szűcs, Dénes, Mammarella, Irene C.
The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating
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Correction to: The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-08-09 Garrett J. Roberts,Colby Hall,Eunsoo Cho,Brooke Coté,Jihyun Lee,Bingxin Qi,Jacklyn Van Ooyik
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The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-07-10 Garrett J. Roberts, Colby Hall, Eunsoo Cho, Brooke Coté, Jihyun Lee, Bingxin Qi, Jacklyn Van Ooyik
This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population. We identified 10 studies, all of which only included students in Grades K, 1, and/or 2. These studies evaluated the
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Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-07-06 Zi Yang Wong, Gregory Arief D. Liem
Notwithstanding its crucial role in facilitating desired outcomes of schooling, educational psychology researchers have recognized the conceptual haziness of student engagement as a multidimensional construct. With the main purpose of refining its conceptual definition, this paper aims to attain the following four goals. First, we seek to highlight theoretical, conceptual, and operational concerns
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A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence Educ. Psychol. Rev. (IF 8.705) Pub Date : 2021-07-03 Gemma Muncer, Philip A. Higham, Corentin J. Gosling, Samuele Cortese, Henry Wood-Downie, Julie A. Hadwin
Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence