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Showing 1 to 15 of 84 results Save | Export
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Fiorella, Logan – Educational Psychology Review, 2020
Habits are critical for supporting (or hindering) long-term goal attainment, including outcomes related to student learning and well-being. Building good habits can make beneficial behaviors (studying, exercise, sleep, etc.) the default choice, bypassing the need for conscious deliberation or willpower and protecting against temptations. Yet…
Descriptors: Habit Formation, Well Being, Goal Orientation, Student Behavior
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Bowers, Jeffrey S. – Educational Psychology Review, 2020
There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this…
Descriptors: Reading Instruction, Meta Analysis, Phoneme Grapheme Correspondence, Foreign Countries
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Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K. – Educational Psychology Review, 2020
A typical mathematics assignment consists of a block of problems devoted to the same topic, yet several classroom-based randomized controlled trials have found that students obtain higher test scores when most practice problems are mixed with different kinds of problems--a format known as interleaved practice. Interleaving prevents students from…
Descriptors: Mathematics Education, Problem Solving, Mathematics Tests, Assignments
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Rawson, Katherine A.; Dunlosky, John; Janes, Jessica L. – Educational Psychology Review, 2020
Successive relearning involves practicing to-be-learned content until a designated level of mastery is achieved in each of multiple practice sessions. As compared with practicing the content to the same criterion in a single session, successive relearning has been shown to dramatically boost students' retention of simple verbal materials. Does the…
Descriptors: Mastery Learning, Retention (Psychology), College Students, Problem Solving
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Andrä, Christian; Mathias, Brian; Schwager, Anika; Macedonia, Manuela; von Kriegstein, Katharina – Educational Psychology Review, 2020
The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults' learning of foreign language (L2) vocabulary. However, the relative benefits of gestures and pictures on children's L2 vocabulary learning have not been formally evaluated. In three experiments, we investigated the effects of gesture-based and…
Descriptors: Second Language Learning, Vocabulary Development, Nonverbal Communication, Pictorial Stimuli
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Sundararajan, NarayanKripa; Adesope, Olusola – Educational Psychology Review, 2020
Studies have shown that learners exposed to interesting and irrelevant information, known as seductive details, do not perform as much as those who learned without seductive details. However, findings are mixed in terms of the degree to which seductive details hinder learning. Further research is also needed on how design features of learning…
Descriptors: Cognitive Processes, Recall (Psychology), Barriers, Effect Size
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Guo, Daibao; McTigue, Erin M.; Matthews, Sharon D.; Zimmer, Wendi – Educational Psychology Review, 2020
The current systematic review aimed to investigate "in what ways the incorporation of visual display tasks benefits K-12 students' content-area learning." After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the…
Descriptors: Elementary Secondary Education, Teaching Methods, Comprehension, Retention (Psychology)
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Wigfield, Allan; Eccles, Jacquelynne S.; Möller, Jens – Educational Psychology Review, 2020
The authors connect Möller and Marsh's dimensional comparison theory with Eccles, Wigfield, and colleagues' expectancy-value theory of achievement performance and choice, to help explain the observed relations between key constructs in expectancy-value theory and their relations to individuals' achievement outcomes by specifying processes that…
Descriptors: Expectation, Values, Achievement, Ability
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Ober, Teresa M.; Brooks, Patricia J.; Homer, Bruce D.; Rindskopf, David – Educational Psychology Review, 2020
Previous meta-analyses highlight the role of executive functions (EF), encompassing working memory updating, task-switching, and inhibitory control, in reading comprehension, but have not established their role in decoding. Decoding is defined as the use of orthographic patterns to access oral pronunciations. According to the dual route model,…
Descriptors: Executive Function, Decoding (Reading), Children, Adolescents
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Choi, Heeseon; Lee, Hee Seung – Educational Psychology Review, 2020
Recent studies suggest that testing on prior material enhances subsequent learning of new material. Although such forward testing effect has received extensive empirical support, it is not yet clear how testing facilitates subsequent learning. One possible explanation suggests that interim testing informs learners about the format of an upcoming…
Descriptors: Testing, Test Format, Test Wiseness, Learning Strategies
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Avvisati, Francesco; Borgonovi, Francesca – Educational Psychology Review, 2020
We measure the effect of a single test practice on 15-year-old students' ability to solve mathematics problems using large, representative samples of the schooled population in 32 countries. We exploit three unique features of the 2012 administration of the Programme for International Student Assessment (PISA), a large-scale, low-stakes…
Descriptors: Problem Solving, Mathematics Instruction, Testing, Teaching Methods
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Legette, Kamilah – Educational Psychology Review, 2020
Research examining the effects of track placement in the USA has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups within schools that shape students' social-cognitive processes. This article provides a conceptual model that describes…
Descriptors: Social Development, Cognitive Development, Track System (Education), Student Placement
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Xie, Fang; Zhang, Li; Chen, Xu; Xin, Ziqiang – Educational Psychology Review, 2020
The relationship between spatial and mathematical ability is controversial. Thus, the current study conducted a meta-analysis of 73 studies, with 263 effect sizes to explore the relationship between spatial and mathematical ability. Furthermore, we explored potential factors that moderate this relationship. Results showed that the relationship…
Descriptors: Spatial Ability, Mathematics Skills, Correlation, Logical Thinking
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Lyle, Keith B.; Bego, Campbell R.; Hopkins, Robin F.; Hieb, Jeffrey L.; Ralston, Patricia A. S. – Educational Psychology Review, 2020
Retrieving information from memory increases the likelihood the information will be remembered later. The strategic use of retrieval to enhance memory is known as retrieval practice. Teachers can exert considerable control over students' retrieval practice, dictating when and how much students practice. Laboratory research has shown that retention…
Descriptors: Recall (Psychology), Memory, Teaching Methods, Retention (Psychology)
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Wang, Lu – Educational Psychology Review, 2020
In this review, findings from studies investigating gender differences in spatial ability, math anxiety, and math achievement, the relationship between spatial ability and math anxiety, between spatial ability and math achievement, and between math anxiety and math achievement are synthesized. As a result of this synthesis, a sequential mediation…
Descriptors: Gender Differences, Spatial Ability, Mathematics Anxiety, Mathematics Achievement
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