Educational Psychology Review

Article	Citations
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality	263
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students	132
Activity Achievement Emotions and Academic Performance: A Meta-analysis	116
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies	101
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load	96
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	76
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?	69
Social Presence: Conceptualization and Measurement	68
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events	66
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation	65
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study	63
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct	63
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century	63
College Students’ Time Management: a Self-Regulated Learning Perspective	62
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms	58
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement	57
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda	56
Developing Personalized Education: A Dynamic Framework	54
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	54
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load	53
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)	52
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda	51
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review	50
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom	49

Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis	48
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis	47
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions	46
The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis	45
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach	44
Generative Learning: Which Strategies for What Age?	43
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning	42
Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze	42
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis	36
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks	36
Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents	35
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review	34
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms	34
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?	33
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details	33
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	33
Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review	32
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights	32
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis	31
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences	31
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes	30
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load	30
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?	28
Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study	28
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review	27
Effective Strategies for Research Integrity Training—a Meta-analysis	27
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis	26
Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains	26
Do Judgments of Learning Directly Enhance Learning of Educational Materials?	26
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions	26
Distributed Scaffolding: Scaffolding Students in Classroom Environments	26
School Engagement in Elementary School: A Systematic Review of 35 Years of Research	25
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study	25
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept	24
A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research	23
Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?	22
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures	22
The Role of Individual Differences in Sourcing: a Systematic Review	22
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments	21
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
Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance	21
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses	21
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts	21
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt	21
Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research	20
Educational Psychology Early Career Award Winners: How Did They Do It?	20
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations	20
Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research	20
There is an Evidence Crisis in Science Educational Policy	20
Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog	20

Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation	19
Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability	19
Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review	18
Sequencing Tracing with Imagination	18
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?	18
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling	18
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	18
Inhibition and Conceptual Learning in Science: a Review of Studies	17
How Strongly Is Personality Associated With Burnout Among Teachers? A Meta-analysis	17
Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies	16
Does Touching Real Objects Affect Learning?	16
Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships	16
Complex Social Ecologies and the Development of Academic Motivation	16
Does Individual Performance Feedback Increase the Use of Retrieval Practice?	15
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention	15
Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals	15
Learning to Argue Through Dialogue: a Review of Instructional Approaches	15
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance	15
An In-depth Review of Conscientiousness and Educational Issues	14
Children’s Evolved Learning Abilities and Their Implications for Education	14
Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review	14
A Framework for Motivating Teacher-Student Relationships	14
Investigating Student Sustained Attention in a Guided Inquiry Lecture Course Using an Eye Tracker	14
KReC-MD: Knowledge Revision with Multiple Documents	14
What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue	14
Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions	13
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity	13
Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm	13
Making Sense of Generative Learning	13
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach	13
Gender Differences in Spatial Ability: a Critical Review	13
Towards a Comprehensive View of Object-Oriented Play	13
The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception	13
Benefits of Writing an Explanation During Pauses in Multimedia Lessons	12
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading	12
Test Anxiety and Metacognitive Performance in the Classroom	12
Theories of Motivation in Education: an Integrative Framework	12
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence	12
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	12
Do I Fit In: Race/Ethnicity and Feelings of Belonging in School	12
Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning	11
John Glover: a Long Overdue Account of His Productive Scholarship Methods	11
Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design	11
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?	11
A Half Century of Progress in US Student Achievement: Agency and Flynn Effects, Ethnic and SES Differences	11
Moving Beyond Fulfillment: Wisdom Years Stories of Passion, Perseverance, and Productivity	11
A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators	11
How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs	11
Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load	10
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	10
Audiobooks, Print, and Comprehension: What We Know and What We Need to Know	10
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice	10
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	9
The Other Half of the Story: the Role of Social Relationships and Social Contexts in the Development of Academic Motivation	9
The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education	9
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication	9
A Model of Technology Incidental Learning Effects	9
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research	9
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom	8
Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs	8
From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition	8
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework	8
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score Approach	8
One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education	8
How Scientific Is Educational Psychology Research? The Increasing Trend of Squeezing Causality and Recommendations from Non-intervention Studies	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
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology	8
Multimedia Effect in Problem Solving: A Meta-Analysis	8
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias	8
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence	8
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review	8
Graduate Student Award Winners in Educational Psychology: What Made Them Successful?	8
A Systematic Review of Peer Assessment Design Elements	7
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study	7
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	7
Perfectionism in Academically Gifted Students: A Systematic Review	7
Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review	7
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education	7
Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review	7
The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis	7

A Meta-analysis of the Worked Examples Effect on Mathematics Performance	7
Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples	6
Embodied Action Scaffolds Dialogic Reading	6
Spaced Retrieval Practice Imposes Desirable Difficulty in Calculus Learning	6
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	6
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	6
Long-Lasting Effects of an Instructional Intervention on Interleaving Preference in Inductive Learning and Transfer	6
What If We Look at the Body? An Embodied Perspective of Collaborative Learning	6
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom	6
Elucidating the Associations Between Achievement Goals and Academic Dishonesty: a Meta-analysis	6
Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study	6
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective	6
The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries	6
A Dynamic Interactive Model of Chinese Spelling Development	6
Dissecting Reliability and Validity Evidence of Subjective Creativity Assessment: A Literature Review	6
Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis	6
Individual and Institutional Productivity in Educational Psychology Journals from 2015 to 2021	6
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	6
An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts	5
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies	5
Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis	5
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility	5
Evolutionary Perspectives on Educational Psychology: Motivation, Instructional Design, and Child Development	5
Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education	5
Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training	5
Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers	5
Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry?	5
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?	5
Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?	5
The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion	5
How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model	5
True-False Testing on Trial: Guilty as Charged or Falsely Accused?	5
The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them	5
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research	5
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses	5
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks	5
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	5
Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts	5
Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward	5