Learning and Instruction

Article	Citations
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	187
Supporting groups’ emotion and motivation regulation during collaborative learning	79
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	75
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	73
Searching for the role of emotions in e-learning	72
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	69
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	58
What multimodal data can tell us about the students’ regulation of their learning process?	58
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	56
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	56
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	55
Emotions are the experiential glue of learning environments in the 21st century	53
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	49
Understanding and measuring emotions in technology-rich learning environments	48
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	47
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	45
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	44
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review	42
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	40
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	40
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions	39
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	39
What can moment-by-moment learning curves tell about students’ self-regulated learning?	36
Modeling temporal self-regulatory processing in a higher education biology course	36
The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national co	35

Examining the interplay of affect and self regulation in the context of clinical reasoning	34
The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers	34
Positive teacher-student relationships may lead to better teaching	33
Research on situated motivation and emotion: Progress and open problems	32
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences	32
Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions	31
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events	31
Revisiting “The Power of Feedback” from the perspective of the learner	31
The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents	31
Temporal and adaptive processes of regulated learning - What can multimodal data tell?	31
The development of peer networks and academic performance in learning communities in higher education	31
Music lessons enhance executive functions in 6- to 7-year-old children	30
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition	30
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects	30
Expectancy-value appraisals and achievement emotions in an online learning environment: Within- and between-person relationships	28
Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage	25
Analyzing temporal data for understanding the learning process induced by metacognitive prompts	24
Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey	24
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics	23
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes	23
Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students	22
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England	22
The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings	22
Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning	22
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	21
Teacher classroom interactions and behaviours: Indications of bias	20
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	20
The role of engagement in immigrant students’ academic resilience	20
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	20
Executive functions as predictors of critical thinking: Behavioral and neural evidence	20
It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades	19
Complexity of visual learning material moderates the effects of instructor's beat gestures and head nods in video lectures	19
Exploring the relationship between dialogic teacher talk and students’ persuasive writing	19
Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning	19
Teachers’ motivational profiles and their longitudinal associations with teaching quality	18
Are first graders' arithmetic skills related to the quality of mathematics textbooks? A study on students’ use of arithmetic principles	18
Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills	18
Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect	18
Does adding video and subtitles to an audio lesson facilitate its comprehension?	18
The differences and similarities between curiosity and interest: Meta-analysis and network analyses	18
Does what you get depend on who you are with? Effects of student composition on teaching quality	18
It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language	18
Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?	17
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content	17
Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension	17
Stimulating preschoolers’ focus on structure in repeating and growing patterns	17
Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking	16
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process	16
Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement	16
Does embedding learning supports enhance transfer during game-based learning?	15

Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations	15
Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects	15
“We're looking good”: Social exchange and regulation temporality in collaborative design	15
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	15
How valid are student perceptions of teaching quality across education systems?	15
Methodological progress in the study of self-regulated learning enables theory advancement	15
Developmental pathways of early numerical skills during the preschool to school transition	14
Comparing the quality of human and ChatGPT feedback of students’ writing	14
Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors	14
Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate	14
Dialogic classroom talk in early childhood education: The effect on language skills and social competence	14
Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries	13
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures	13
Self-regulated learning by writing learning protocols: Do goal structures matter?	13
The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest	13
When students show some initiative: Two experiments on the benefits of greater agentic engagement	12
Reciprocal modeling of university students’ perceptions of the learning environment, engagement, and learning outcome: A longitudinal study	12
Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?	12
Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model	12
Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation	12
How to understand what you don't believe: Metacognitive training prevents belief-biases in multiple text comprehension	12
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	12
Potential classroom stressors of teachers: An audiovisual and physiological approach	11
On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks	11
University students’ use of motivational regulation during one semester	11
Relations between the comprehension of connectives and school performance in primary school	11
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	11
Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance	11
Antecedents and consequences of teachers’ goal profiles in Australia and Israel	11
Sequence matters! Retrieval practice before generative learning is more effective than the reverse order	11
Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students	11
Early science learning: The effects of teacher talk	11
Should I stay or should I go? Predictors and effects of studying abroad during high school	11
How to guide learners' processing of multimedia lessons with pedagogical agents	11
Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders	10
School absenteeism and academic achievement: Does the timing of the absence matter?	10
Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices	10
Who will teach the teachers? Examining implicit bias in the educator workforce	10
Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools	10
Mapping and explaining the gender gap in students’ second language proficiency across skills, countries and languages	10
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science	10
Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning?	10
Learners’ adjustment strategies following impasses in simulations - Effects of prior knowledge	10
Learning grammar through singing? An intervention with EFL primary school learners	10
Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality	10
Is there a dark side of co-teaching? A study on the social participation of primary school students and their interactions with teachers and classmates.	10
Intrinsic instructional goal adoption increases autonomy-supportive teaching: A randomized control trial and intervention	9
Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective, Cognitive and Behavioural Engagement in Math	9
‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships	9
Effects of picture-word integration on reading visual narratives in L1 and L2	9
Classroom management and students' mathematics achievement: The role of students’ disruptive behavior and teacher classroom management	9
The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation	9
A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading	9
Doubling mental rotation scores in high school students: Effects of motivational and strategic trainings	9
The effect of inter-letter spacing on reading performance and eye movements in typically reading and dyslexic children	9
Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension	9
The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition	8
Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm	8
Task ambiguity and academic procrastination: An experience sampling approach	8
Does changing learning environments affect student motivation?	8
Domain-specific self-regulated learning interventions for elementary school students	8
Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile	8
Efficacy of digital picture book enhancements grounded in multimedia learning principles: Dependent on age?	8
The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning	8
Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning	8
Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom - A latent trait-state-approach	8
Examining the role of self-efficacy and online metacognitive monitoring behaviors in undergraduate life science education	8
Dynamic reciprocal relations of achievement goals with daily experiences of academic success and failure: An ambulatory assessment study	8
The relationship between early childhood teachers' instructional quality and children's mathematics development	8
Effects of interruption on eye movements and comprehension during reading on digital devices	8
Impact of programming on primary mathematics learning	8
Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?	8
Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?	7
Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors	7
Do students space their course study? Those who do earn higher grades.	7
Exploring affecting factors of and developing a framework for teachers’ online instruction	7
Changes in self-regulated learning profiles during an undergraduate peer-based intervention: A latent profile transition analysis	7
Academic motivation and emotions are experienced in learning situations, so let's study them. Introduction to the special issue	7
Young children's knowledge of fair sharing as an informal basis for understanding division: A latent profile analysis	7
Teachers, loosen up! How teachers can trigger interpersonally cooperative behavior in students at risk of academic failure	7

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors	7
Mixed effects of a randomized trial replication study testing a cost-focused motivational intervention	7
Drawing to improve metacomprehension accuracy	7
Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies	7
Promoting Expertise Through Simulation (PETS): A conceptual framework	7
Relationship between maternal scaffolding and preschooler's metacognitive strategies in a problem-solving situation	6
Contextualizing teacher motivation research	6
Handwriting isolated cursive letters in young children: Effect of the visual trace deletion	6
How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments	6
Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives	6
Same topic, different genre: Elementary school children's mental representations of information embedded in narrative and expository texts	6
Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement	6
Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions	6
Should teachers be accurate or (overly) positive? A competitive test of teacher judgment effects on students’ reading progress	6
Teacher motivation: Implications for instruction and learning. Introduction to the special issue	6
Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space	6
Test-language effects in bilingual education: Evidence from CLIL classes in Germany	6
At a first glance – How reliable and valid is the thin slices technique to assess instructional quality?	6
Interaction between orthographic and graphomotor constraints in learning to write	6
Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol	5
Understanding, measuring and improving simulation-based learning in higher education: Student and teacher learning perspectives	5
Does mind wandering mediate the effects of habitual reading motivation on comprehension?	5
Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach	5
Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective	5
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model	5
Enhancing spatial skills through mechanical problem solving	5
The eye-mind of processing written feedback: Unraveling how students read and use feedback for revision	5
Integrating AIGC into product design ideation teaching: An empirical study on self-efficacy and learning outcomes	5
More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice	5
Seeking academic help: The case of lower secondary students with autism spectrum disorder and their teachers	5
Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries	5
Exploring the necessary conditions for observing interleaved practice benefits in math learning	5
How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making in heterogeneous classes	5
The relation between parent ratings and direct assessments of preschoolers’ numeracy skills	5
A multi-informant study on teachers' mindset, classroom practices, and student well-being	5
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	5
Comparing two whole task patient simulations for two different dental education topics	5
Identifying indicators to guide adaptive scaffolding in games	5
Exploring science competition participants’ expectancy-value perceptions and identification: A latent profile analysis	5
The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes	5
The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement	4
Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools	4
Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors	4
Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes	4
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	4
The more, the better? Learning with feedback and instruction	4
Development of German reading comprehension in two-way immersive primary schools	4
Creative problem solving in primary school students	4
Concreteness fading in learning secondary school physics concepts	4
Reflecting on their mission increases preservice teachers’ growth mindsets	4
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis	4
Can simulations help higher education in training professional skills?	4
Investigating the effect of deictic tracing on multimedia learning	4
Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts	4
Mapping cognitive processes in video-based learning by combining trace and think-aloud data	4
Climate change by the numbers: Leveraging mathematical skills for science learning online	4
Eye Movement Modeling Examples guide viewer eye movements but do not improve learning	4
Disentangling the effects of flipped classroom instruction in EFL secondary education: When is it effective and for whom?	4
Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom	4
Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes	4
Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement	4
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	4
Teacher motivation, quality instruction, and student outcomes: Not a simple path	4
Reducing suspension for minor infraction and improving school climate perceptions among black adolescents via cultural socialization: A multi-informant longitudinal study	4
Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction	4
Rich data, poor information? Teachers’ perceptions of mean differences in graphical feedback from statewide tests	4
The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students	3
Exploring the within-person contemporaneous network of motivational engagement	3
Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?	3
Inhibitory control and visuospatial working memory contribute to 5-year-old children's use of quantitative inversion	3
Uncovering the situational impact in educational settings: Studies on motivational and emotional experiences	3
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	3
Why do students exhibit different attention-related behavior during instruction? Investigating effects of individual and context-dependent determinants	3
The timing of executive function development is associated with growth in math achievement from preschool through second grade	3
Stability of social support during school transitions: Associations with truancy and not completing upper secondary education in normative time	3
Student well-being, perceived teacher error management, and perceived teacher justice	3
Assessing individualized instruction in the classroom: Comparing teacher, student, and observer perspectives	3
Mental imagery skill predicts adults’ reading performance	3
Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background	3
Trajectory subgroups of perceived emotional support from teachers: Associations with change in mastery climate and intentions to quit upper secondary school	3
Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces	3
How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis	3
Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school	3
Only tomorrow: Delayed effects of teachers attitude on motor skill learning	3
The impact of a usefulness intervention on students’ learning achievement in a virtual biology lesson: An eye-tracking-based approach	3
Contrasting orthographically similar words facilitates adult second language vocabulary learning	3
Profiling secondary school students in mathematics and German language arts using learning-relevant cognitive and motivational-affective characteristics	3
Multi-text multi-modal reading processes and comprehension	3
Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study	3
How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justification	3
Texts, readers, and positions: Developing a conceptual tool for teaching disciplinary reading in religious education	3
Does classroom matter? - A longitudinal multilevel perspective on students' achievement goal orientation profiles during lower secondary school	3
From high peaks to deep valleys: Using a situation- and person-oriented approach to assess within- and between-student variation in momentary engagement and disengagement	3