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Vu, TuongVan; Magis-Weinberg, Lucía; Jansen, Brenda R. J.; van Atteveldt, Nienke; Janssen, Tieme W. P.; Lee, Nikki C.; van der Maas, Han L. J.; Raijmakers, Maartje E. J.; Sachisthal, Maien S. M.; Meeter, Martijn – Educational Psychology Review, 2022
The question of how learners' motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal…
Descriptors: Student Motivation, Academic Achievement, Literature Reviews, Educational Theories
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Puntambekar, Sadhana – Educational Psychology Review, 2022
This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky's Zone of Proximal Development (ZPD), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes…
Descriptors: Scaffolding (Teaching Technique), Classroom Environment, Educational Change
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Kreijns, Karel; Xu, Kate; Weidlich, Joshua – Educational Psychology Review, 2022
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures exist preventing the development of a coherent…
Descriptors: Social Theories, Interpersonal Relationship, Definitions, Measurement
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Skulmowski, Alexander; Xu, Kate Man – Educational Psychology Review, 2022
Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the…
Descriptors: Cognitive Processes, Difficulty Level, Electronic Learning, Educational Psychology
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Wang, Bo; Ginns, Paul; Mockler, Nicole – Educational Psychology Review, 2022
Cognitive load theory's incorporation of evolutionary perspectives has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from explicit instructions to trace out specific elements of lesson materials with the index finger. Historical descriptions of children's tracing behaviours…
Descriptors: Cognitive Processes, Difficulty Level, Imagination, Prior Learning
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Donnellan, Ed; Aslan, Sumeyye; Fastrich, Greta M.; Murayama, Kou – Educational Psychology Review, 2022
Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to distinguish them are impeded by this lack of conceptual clarity. Following a recent proposal that curiosity and interest are folk concepts, we sought to determine a non-expert…
Descriptors: Personality Traits, Interests, Definitions, Expertise
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Muncer, Gemma; Higham, Philip A.; Gosling, Corentin J.; Cortese, Samuele; Wood-Downie, Henry; Hadwin, Julie A. – Educational Psychology Review, 2022
Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association…
Descriptors: Metacognition, Mathematics Achievement, Adolescents, Research
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Wall, Danielle; Foltz, Sarah; Kupfer, Anne; Glenberg, Arthur M. – Educational Psychology Review, 2022
Might dialogic reading require previous or concurrent embodied activities to be effective? Twenty-nine preschool children, ages 3-5 years, were randomly assigned to the control condition (children listened to a story eight times), the dialogic-then-embodied condition (children engaged in dialogic reading for four readings and then embodied action…
Descriptors: Reading Aloud to Others, Dialogs (Language), Preschool Children, Activities
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Schneider, Sascha; Beege, Maik; Nebel, Steve; Schnaubert, Lenka; Rey, Günter Daniel – Educational Psychology Review, 2022
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the…
Descriptors: Learning Theories, Computer Uses in Education, Social Cognition, Social Influences
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Wong, Zi Yang; Liem, Gregory Arief D. – Educational Psychology Review, 2022
Notwithstanding its crucial role in facilitating desired outcomes of schooling, educational psychology researchers have recognized the conceptual haziness of student engagement as a multidimensional construct. With the main purpose of refining its conceptual definition, this paper aims to attain the following four goals. First, we seek to…
Descriptors: Learner Engagement, Definitions, Misconceptions, Theories
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Roberts, Garrett J.; Hall, Colby; Cho, Eunsoo; Coté, Brooke; Lee, Jihyun; Qi, Bingxin; Van Ooyik, Jacklyn – Educational Psychology Review, 2022
This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K-3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population. We identified 10 studies, all of which only included students…
Descriptors: Reading Research, Intervention, English Language Learners, Elementary School Students
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Bardach, Lisa; Klassen, Robert M.; Perry, Nancy E. – Educational Psychology Review, 2022
This integrative review aims to render a systematic account of the role that teachers' psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers' well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents,…
Descriptors: Teacher Characteristics, Psychological Characteristics, Teacher Effectiveness, Teacher Selection
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Wynberg, Elizabeth R.; Boland, Annerieke; Raijmakers, Maartje E. J.; van der Veen, Chiel – Educational Psychology Review, 2022
The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This…
Descriptors: Play, Object Manipulation, Young Children, Child Development
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Caviola, Sara; Toffalini, Enrico; Giofrè, David; Ruiz, Jessica Mercader; Szucs, Dénes; Mammarella, Irene C. – Educational Psychology Review, 2022
The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing…
Descriptors: Mathematics Anxiety, Test Anxiety, Mathematics Achievement, Age Differences
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Anmarkrud, Øistein; Bråten, Ivar; Florit, Elena; Mason, Lucia – Educational Psychology Review, 2022
This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that…
Descriptors: Individual Differences, Reading Comprehension, Information Literacy, Reading Materials
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