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Showing 1 to 15 of 366 results Save | Export
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Chow, Jason C.; Wehby, Joseph H. – Educational Psychology Review, 2018
A growing body of evidence points to the common co-occurrence of language and behavioral difficulties in children. Primary studies often focus on this relation in children with identified deficits. However, it is unknown whether this relation holds across other children at risk or representative samples of children or over time. The purpose of…
Descriptors: Behavior Problems, At Risk Persons, Literature Reviews, Meta Analysis
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Eglington, Luke G.; Kang, Sean H. K. – Educational Psychology Review, 2018
Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. "Psychonomic Bulletin & Review, 22," 135-140 (2015) found that retrieval practice improves sentence memory but not the…
Descriptors: Recall (Psychology), Memory, Inferences, Sentences
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Rop, Gertjan; van Wermeskerken, Margot; de Nooijer, Jacqueline A.; Verkoeijen, Peter P. J. L.; van Gog, Tamara – Educational Psychology Review, 2018
Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary…
Descriptors: Multimedia Instruction, Hypothesis Testing, Interference (Learning), Eye Movements
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Miller, Diane M.; Scott, Chyllis E.; McTigue, Erin M. – Educational Psychology Review, 2018
Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 3504 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 3504 studies was evaluated and coded using seven methodological quality indicators. The…
Descriptors: Literature Reviews, Writing Assignments, Content Area Writing, Coding
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Allen, Kelly; Kern, Margaret L.; Vella-Brodrick, Dianne; Hattie, John; Waters, Lea – Educational Psychology Review, 2018
Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of…
Descriptors: Meta Analysis, Student School Relationship, Individual Characteristics, Adolescents
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Yu, Shi; Chen, Beiwen; Levesque-Bristol, Chantal; Vansteenkiste, Maarten – Educational Psychology Review, 2018
Chinese education is controversial: it is not only lauded for Chinese students' high test achievements but also criticized for curbing students' deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology,…
Descriptors: Foreign Countries, Self Determination, Theories, Educational Technology
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Zamary, Amanda; Rawson, Katherine A. – Educational Psychology Review, 2018
Students in many courses are commonly expected to learn declarative concepts, which are abstract concepts denoted by key terms with short definitions that can be applied to a variety of scenarios as reported by Rawson et al. ("Educational Psychology Review" 27:483-504, 2015). Given that declarative concepts are common and foundational in…
Descriptors: Teaching Methods, College Students, Social Psychology, Recall (Psychology)
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Flanigan, Abraham E.; Kiewra, Kenneth A.; Luo, Linlin – Educational Psychology Review, 2018
Previous research (Kiewra & Creswell, "Educational Psychology Review" 12(1):135-161, 2000; Patterson-Hazley & Kiewra, "Educational Psychology Review" 25(1):19-45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on…
Descriptors: Educational Psychology, Psychologists, Qualitative Research, Interviews
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Amendum, Steven J.; Conradi, Kristin; Hiebert, Elfrieda – Educational Psychology Review, 2018
Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students' reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26…
Descriptors: Elementary School Students, Difficulty Level, Reading Materials, Reading Fluency
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Ngu, Bing Hiong; Phan, Huy P.; Yeung, Alexander Seeshing; Chung, Siu Fung – Educational Psychology Review, 2018
Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. -2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance…
Descriptors: Teaching Methods, Mathematics Instruction, Equations (Mathematics), Interaction
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Noroozi, Omid; Kirschner, Paul A.; Biemans, Harm J. A.; Mulder, Martin – Educational Psychology Review, 2018
Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no…
Descriptors: Persuasive Discourse, Scaffolding (Teaching Technique), Skill Development, Scripts
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Rudasill, Kathleen Moritz; Snyder, Kate E.; Levinson, Heather; Adelson, Jill L. – Educational Psychology Review, 2018
School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school…
Descriptors: Educational Environment, Interaction, Interpersonal Relationship, Values
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Resnick, Ilyse; Davatzes, Alexandra; Newcombe, Nora S.; Shipley, Thomas F. – Educational Psychology Review, 2017
Many scientific theories and discoveries involve reasoning about extreme scales, removed from human experience, such as time in geology and size in nanoscience. Thus, understanding scale is central to science, technology, engineering, and mathematics. Unfortunately, novices have trouble understanding and comparing sizes of unfamiliar large and…
Descriptors: Thinking Skills, STEM Education, Teaching Methods, Barriers
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Shankland, Rébecca; Rosset, Evelyn – Educational Psychology Review, 2017
Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school…
Descriptors: Intervention, Psychology, Well Being, Psychotherapy
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Chen, Ouhao; Kalyuga, Slava; Sweller, John – Educational Psychology Review, 2017
Within the framework of cognitive load theory, the element interactivity and the expertise reversal effects usually are not treated as closely related effects. We argue that the two effects may be intertwined with the expertise reversal effect constituting a particular example of the element interactivity effect. Specifically, the element…
Descriptors: Expertise, Cognitive Processes, Difficulty Level, Interaction
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