Educational Psychology Review

Article	Citations
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality	238
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students	121
Activity Achievement Emotions and Academic Performance: A Meta-analysis	108
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies	91
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load	88
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning	77
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	63
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study	61
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?	61
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation	61
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events	60
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century	60
Social Presence: Conceptualization and Measurement	59
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct	55
College Students’ Time Management: a Self-Regulated Learning Perspective	55
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda	54
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement	53
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms	53
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load	49
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda	48
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)	48
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	48
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis	47
Developing Personalized Education: A Dynamic Framework	47
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom	45

The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis	44
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis	43
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach	42
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions	41
The Science of Habit and Its Implications for Student Learning and Well-being	40
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review	40
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning	40
Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze	39
Generative Learning: Which Strategies for What Age?	38
How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice	37
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis	35
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details	33
Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children	33
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights	32
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?	32
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review	32
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks	31
Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents	31
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms	31
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences	30
Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review	30
Effect of a Time-Efficient Physical Activity Intervention on Senior School Students’ On-Task Behaviour and Subjective Vitality: the ‘Burn 2 Learn’ Cluster Randomised Controlled Trial	28
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load	28
Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study	27
Do Judgments of Learning Directly Enhance Learning of Educational Materials?	25
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review	25
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?	24
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis	24
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis	24
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes	24
Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains	23
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions	23
Effective Strategies for Research Integrity Training—a Meta-analysis	23
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study	23
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept	22
Distributed Scaffolding: Scaffolding Students in Classroom Environments	22
Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?	22
School Engagement in Elementary School: A Systematic Review of 35 Years of Research	22
The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education	21
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt	20
A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research	20
Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research	20
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts	20
Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability	19
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures	19
There is an Evidence Crisis in Science Educational Policy	19
Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance	19
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses	19
The Role of Individual Differences in Sourcing: a Systematic Review	19
Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research	18

Inhibition and Conceptual Learning in Science: a Review of Studies	17
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	17
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations	17
Sequencing Tracing with Imagination	17
Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation	17
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments	17
Does Touching Real Objects Affect Learning?	16
Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies	15
Learning to Argue Through Dialogue: a Review of Instructional Approaches	15
What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue	14
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling	14
How Strongly Is Personality Associated With Burnout Among Teachers? A Meta-analysis	14
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention	14
Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals	14
Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships	14
Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review	13
Gender Differences in Spatial Ability: a Critical Review	13
Does Individual Performance Feedback Increase the Use of Retrieval Practice?	13
The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review	13
Investigating Student Sustained Attention in a Guided Inquiry Lecture Course Using an Eye Tracker	13
Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review	13
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance	13
KReC-MD: Knowledge Revision with Multiple Documents	13
Complex Social Ecologies and the Development of Academic Motivation	13
Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm	12
Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions	12
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?	12
Benefits of Writing an Explanation During Pauses in Multimedia Lessons	12
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach	12
Children’s Evolved Learning Abilities and Their Implications for Education	12
The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception	12
An In-depth Review of Conscientiousness and Educational Issues	11
Towards a Comprehensive View of Object-Oriented Play	11
How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs	11
A Framework for Motivating Teacher-Student Relationships	11
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity	11
Test Anxiety and Metacognitive Performance in the Classroom	11
Making Sense of Generative Learning	11
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence	11
A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences	11
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	10
Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog	10
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading	10
Do I Fit In: Race/Ethnicity and Feelings of Belonging in School	10
Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load	10
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?	10
A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators	9
A Model of Technology Incidental Learning Effects	9
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication	9
The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education	9
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement	8
Educational Inequalities at the Intersection of Multiple Social Categories: An Introduction and Systematic Review of the Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (M	8
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach	8
Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning	8
The Other Half of the Story: the Role of Social Relationships and Social Contexts in the Development of Academic Motivation	8
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias	8
Audiobooks, Print, and Comprehension: What We Know and What We Need to Know	8
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	8
Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs	7
Educational Psychology Early Career Award Winners: How Did They Do It?	7
Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review	7
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice	7
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education	7
Perfectionism in Academically Gifted Students: A Systematic Review	7
Theories of Motivation in Education: an Integrative Framework	7
The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis	7
Multimedia Effect in Problem Solving: A Meta-Analysis	7
A Meta-analysis of the Worked Examples Effect on Mathematics Performance	7
How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies	7
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence	7
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review	7
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework	6
Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design	6
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	6
Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review	6
From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition	6
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom	6
Elucidating the Associations Between Achievement Goals and Academic Dishonesty: a Meta-analysis	6
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research	6
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology	6

One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education	6
Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning	6
Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study	6
A Dynamic Interactive Model of Chinese Spelling Development	5
Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review	5
An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts	5
Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis	5
A Systematic Review of Peer Assessment Design Elements	5
True-False Testing on Trial: Guilty as Charged or Falsely Accused?	5
Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training	5
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study	5
What If We Look at the Body? An Embodied Perspective of Collaborative Learning	5
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom	5
Embodied Action Scaffolds Dialogic Reading	5
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?	5
Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer	5