Educational Psychology Review

Article	Citations
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality	331
Activity Achievement Emotions and Academic Performance: A Meta-analysis	157
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load	134
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	108
Social Presence: Conceptualization and Measurement	107
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?	104
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct	84
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)	80
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms	78
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement	76
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions	72
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review	70
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load	67
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis	67
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	65
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda	58
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes	46
Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review	44
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis	43
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis	43
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms	42
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review	39
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review	39
Distributed Scaffolding: Scaffolding Students in Classroom Environments	38
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study	38

Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review	36
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity	35
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?	33
Effective Strategies for Research Integrity Training—a Meta-analysis	32
School Engagement in Elementary School: A Systematic Review of 35 Years of Research	31
There is an Evidence Crisis in Science Educational Policy	29
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis	29
The Role of Individual Differences in Sourcing: a Systematic Review	29
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures	28
Theories of Motivation in Education: an Integrative Framework	28
A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research	27
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments	26
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?	26
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts	25
Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research	24
Making Sense of Generative Learning	23
How Strongly Is Personality Associated With Burnout Among Teachers? A Meta-analysis	23
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses	23
Gender Differences in Spatial Ability: a Critical Review	23
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	23
Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships	22
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	21
Sequencing Tracing with Imagination	21
A Framework for Motivating Teacher-Student Relationships	21
Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies	21
Educational Psychology Early Career Award Winners: How Did They Do It?	21
Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review	21
Learning to Argue Through Dialogue: a Review of Instructional Approaches	20
The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion	20
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence	20
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations	20
Complex Social Ecologies and the Development of Academic Motivation	20
Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning	19
Does Individual Performance Feedback Increase the Use of Retrieval Practice?	18
Children’s Evolved Learning Abilities and Their Implications for Education	18
Benefits of Writing an Explanation During Pauses in Multimedia Lessons	18
Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load	18
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance	18
Do I Fit In: Race/Ethnicity and Feelings of Belonging in School	17
Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals	17
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice	17
Audiobooks, Print, and Comprehension: What We Know and What We Need to Know	16
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework	16
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication	16
How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs	16
A Systematic Review of Peer Assessment Design Elements	15
Towards a Comprehensive View of Object-Oriented Play	15
An In-depth Review of Conscientiousness and Educational Issues	15
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach	15
KReC-MD: Knowledge Revision with Multiple Documents	15

A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators	15
Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design	14
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	14
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	14
How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies	14
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence	14
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?	14
Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions	14
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review	14
Test Anxiety and Metacognitive Performance in the Classroom	14
The Other Half of the Story: the Role of Social Relationships and Social Contexts in the Development of Academic Motivation	13
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading	13
Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review	13
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology	13
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning	13
A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences	12
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	11
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	11
The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries	11
Moving Beyond Fulfillment: Wisdom Years Stories of Passion, Perseverance, and Productivity	11
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks	11
Multimedia Effect in Problem Solving: A Meta-Analysis	11
Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review	11
John Glover: a Long Overdue Account of His Productive Scholarship Methods	11
Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review	11
Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis	10
A Meta-analysis of the Worked Examples Effect on Mathematics Performance	10
Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs	10
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research	10
From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition	10
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias	10
The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education	10
Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study	10
Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer	10
Embodied Action Scaffolds Dialogic Reading	10
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study	10
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom	9
How Accurate Are Our Students? A Meta-analytic Systematic Review on Self-assessment Scoring Accuracy	9
The Affordability Solution: a Systematic Review of Open Educational Resources	9
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses	9
One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education	9
Perfectionism in Academically Gifted Students: A Systematic Review	9
Improving Computer-Assisted Language Learning Through the Lens of Cognitive Load	9
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	9
What If We Look at the Body? An Embodied Perspective of Collaborative Learning	9
Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review	9
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective	9
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach	9
Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples	8
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development	8
The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis	8
Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports	8
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	8
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom	8
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?	8
Evolutionary Perspectives on Educational Psychology: Motivation, Instructional Design, and Child Development	8
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education	8
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?	8
A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation	8
Graduate Student Award Winners in Educational Psychology: What Made Them Successful?	8
On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking	7
Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers	7
Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation	7
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	7
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model	7
How to Assess Whether an Instructional Intervention Has an Effect on Learning	7
An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts	7
Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning	7
How to Make Recommendations for Educational Practice from Correlational Data Using Structural Equation Models	7
Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021	7
Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education	7
To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts	7
Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward	7
The Influence of Diagnostic Labels on the Evaluation of Students: a Multilevel Meta-Analysis	7
The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them	7
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective	7
Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?	7
Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring	7
Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective	6
Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis	6

Using Primary Knowledge in Unpopular Statistics Exercises	6
How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?	6
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	6
Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review	6
Should researchers make causal inferences and recommendations for practice on the basis of nonexperimental studies?	6
Elucidating the Associations Between Achievement Goals and Academic Dishonesty: a Meta-analysis	6
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies	6
The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment	6
Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts	6
A Dynamic Interactive Model of Chinese Spelling Development	6
Text Generation Benefits Learning: a Meta-Analytic Review	6
Adaptive Education: Learning and Remembering with a Stone-Age Brain	6
How Personality Matters for Education Research	6
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility	6
Can Learners Allocate Their Study Time Effectively? It Is Complicated	6
The Yet Underestimated Importance of Communicating Findings from Educational Trials to Teachers, Schools, School Authorities, or Policy Makers (Comment on Brady et al. (2023))	5
Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement	5
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions	5
Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning	5
Critical Thinking and Its Relation to Strategic Processing	5
Test Anxiety: An Integration of the Test Anxiety and Achievement Motivation Research Traditions	5
A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning	5
Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach	5
Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training	5
The Cognitive Architecture of Digital Externalization	5
Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses	5
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research	5
The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis	5
Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis	5
Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis	5
Toward Synergizing Educational Research and Movement Sciences: a Dialogue on Learning as Developing Perception for Action	5
Cognitive Control in Adolescents and Young Adults with Media Multitasking Experience: a Three-Level Meta-analysis	5
Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice	5
A Systematic Literature Review of Social Learning Theory in Online Learning Environments	5
Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis	5
Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction	5
Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model	5