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Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-28 Wenjing Li, Ziyi Kuang, Xiaoxue Leng, Richard E. Mayer, Fuxing Wang
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The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-26 Louise David, Felicitas Biwer, Martine Baars, Lisette Wijnia, Fred Paas, Anique de Bruin
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How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-22 Birgit Brucker, Georg Pardi, Fabienne Uehlin, Laura Moosmann, Martin Lachmair, Marc Halfmann, Peter Gerjets
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Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-15 Roman Abel, Anique de Bruin, Erdem Onan, Julian Roelle
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Factors Associated with Teacher Wellbeing: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-14 Sijing Zhou, Gavin R. Slemp, Dianne A. Vella-Brodrick
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Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-08 Anastasia Efklides, Bennett L. Schwartz
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Correction to: Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-08 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Effects of Test Anxiety on Self-Testing and Learning Performance Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-07 Shaohang Liu, Wenbo Zhao, David R. Shanks, Xiao Hu, Liang Luo, Chunliang Yang
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Evaluating the Judgment of Learning: its Limited Impact and the Power of Retrieval on Inductive Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-07 Hyorim Ha, Hee Seung Lee
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Placebo or Assistant? Generative AI Between Externalization and Anthropomorphization Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-05 Alexander Skulmowski
Generative AIs have been embraced by learners wishing to offload (parts of) complex tasks. However, recent research suggests that AI users are at risk of failing to correctly monitor the extent of their own contribution when being assisted by an AI. This difficulty in keeping track of the division of labor has been shown to result in placebo and ghostwriter effects. In case of the AI-based placebo
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The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-04 Achraf Ammar, Khaled Trabelsi, Mohamed Ali Boujelbane, Atef Salem, Omar Boukhris, Jordan M. Glenn, Piotr Zmijewski, Haitham A. Jahrami, Hamdi Chtourou, Wolfgang I. Schöllhorn
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Psychometric Properties of Statistics Anxiety Measures: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-06-01 Palmira Faraci, Gaia Azzurra Malluzzo
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A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-23 Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij
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Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-21 Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Oliver Lüdtke, Fernando Núñez-Regueiro
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Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-18 Isabelle Ball, Moitree Banerjee, Andrew Holliman, Ian Tyndall
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The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-17 Jacquelynne S. Eccles, Allan Wigfield
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The Interplay of Cognitive Load, Learners’ Resources and Self-regulation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-10 Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer
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Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-03 Fangfang Zhu, Zhongling Pi, Jiumin Yang
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Correlates of K-12 Students’ Intertextual Integration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Daniel R. Espinas, Brennan W. Chandler
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Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Lauritz Schewior, Marlit Annalena Lindner
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The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-25 Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen
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An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary
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A Theory of Knowledge Revision: The Development of the KReC Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Panayiota Kendeou
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and
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The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-14 M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris
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The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-11 Hyun Jin Kim, Yuyi Park, Jihyun Lee
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-06 Yael Sidi, Rakefet Ackerman
When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite
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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-27 Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos
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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-19 Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu
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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-13 Andreas Lachner, Leonie Sibley, Salome Wagner
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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-12 Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki
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Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-09 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-08 Bartlomiej Chrobak
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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-01 Chih-Pu Dai, Fengfeng Ke, Yanjun Pan, Jewoong Moon, Zhichun Liu
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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens
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Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Alexander Skulmowski
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Jessica T. DeCuir-Gunby, Paul A. Schutz
In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition
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Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Keiichi Kobayashi
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Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Reinhard Pekrun
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of
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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-27 Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus
This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of
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Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-24 Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
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Hybridizing Psychological Theories: Weighing the Ends Against the Means Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-16 Patricia A. Alexander
In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that
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Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-15 Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel
The science of learning literature is filled with recommendations for strategies educators can use to increase effective and efficient learning. However, some believe that implementation has not been as robust as many have hoped. We believe more effective science communication is needed to increase the overall impact of science of learning research in education, but more data on the most effective
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Evolution of a Learning Theory: In Praise of Scientific Speculation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-14 Patricia A. Alexander, P. Karen Murphy
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist,
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Emerging and Future Directions in Test-Enhanced Learning Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-12 Steven C. Pan, John Dunlosky, Kate M. Xu, Kim Ouwehand
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Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08 Diego G. Campos, Tim Fütterer, Thomas Gfrörer, Rosa Lavelle-Hill, Kou Murayama, Lars König, Martin Hecht, Steffen Zitzmann, Ronny Scherer
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A Computational Model of School Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08 Brendan A. Schuetze
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Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-06 Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith, Sijing Zhou
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Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-05 Richard M. Ryan
The ideal of theoretical integration in motivational approaches to education is worthy, but in this commentary, I raise some (semi)contrarian concerns about both the meaning of theoretical integration and how that occurs. Integration is more than an aggregation or combination of measures but rather involves synthesis into a framework with theoretic and meta-theoretic integrity. Across disciplines and
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A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-31 Majid Elahi Shirvan, Esmaeel Saeedy Robat, Abdullah Alamer, Nigel Mantou Lou, Elyas Barabadi
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Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann
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A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Christine C. A. van Nooijen, Bjorn B. de Koning, Wichor M. Bramer, Anna Isahakyan, Maryam Asoodar, Ellen Kok, Jeroen J. G. van Merrienboer, Fred Paas
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Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-26 Kamilla Khamzina, Arnaud Stanczak, Célénie Brasselet, Caroline Desombre, Camille Legrain, Sandrine Rossi, Nicolas Guirimand, Federica Cilia
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When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-19 Axel Grund, Stefan Fries, Matthias Nückles, Alexander Renkl, Julian Roelle
In the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory and Self-Determination Theory, we plea for a three-fold
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Research Avenues Supporting Embodied Cognition in Learning and Instruction Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-19 Juan C. Castro-Alonso, Paul Ayres, Shirong Zhang, Björn B. de Koning, Fred Paas
Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative
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A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-18 Megan Rojo, Jenna Gersib, Sarah R. Powell, Zhina Shen, Sarah G. King, Syeda Sharjina Akther, Tessa L. Arsenault, Samantha E. Bos, Danielle O. Lariviere, Xin Lin
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The Past, Present, and Future of the Cognitive Theory of Multimedia Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-17 Richard E. Mayer
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Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-15 Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith, Sijing Zhou
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Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-08 Steven J. Howard, Kate L. Lewis, Emma Walter, Irina Verenikina, Lisa K. Kervin
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Personal Reflections on Science Communication and Sharing Retrieval Practice Research with Teachers Educ. Psychol. Rev. (IF 10.1) Pub Date : 2023-12-28 Pooja K. Agarwal