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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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Sailer, Michael; Homner, Lisa – Educational Psychology Review, 2020
This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = 0.49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = 0.36, 95% CI…
Descriptors: Educational Games, Game Based Learning, Cognitive Processes, Student Motivation
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Roberts, Garrett J.; Cho, Eunsoo; Garwood, Justin D.; Goble, Grant H.; Robertson, Taryn; Hodges, Abby – Educational Psychology Review, 2020
This meta-analysis systematically identified reading intervention research for students with reading difficulties and problem behaviors in grades K-12 to determine the (a) impact of these reading interventions on reading outcomes and (b) extent to which reading outcomes varied based on student characteristics (e.g., grade, disability),…
Descriptors: Reading Instruction, Intervention, Reading Difficulties, Behavior Problems
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Chernikova, Olga; Heitzmann, Nicole; Fink, Maximilian Christian; Timothy, Venance; Seidel, Tina; Fischer, Frank – Educational Psychology Review, 2020
Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving, scaffolding, and context to foster diagnostic competences in learners with lower and higher professional knowledge bases. A…
Descriptors: Meta Analysis, Higher Education, Guidelines, Problem Solving
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Ashman, Greg; Kalyuga, Slava; Sweller, John – Educational Psychology Review, 2020
The concept of productive failure posits that a problem-solving phase prior to explicit instruction is more effective than explicit instruction followed by problem-solving. This prediction was tested with Year 5 primary school students learning about light energy efficiency. Two, fully randomised, controlled experiments were conducted. In the…
Descriptors: Problem Solving, Teaching Methods, Science Instruction, Elementary School Science
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Parker, Philip D.; Van Zanden, Brooke; Marsh, Herbert W.; Owen, Katherine; Duineveld, Jasper J.; Noetel, Michael – Educational Psychology Review, 2020
Expectancy value theory is often evoked by educational psychologists to explain gender differences in Science, Technology, Engineering, and Mathematics (STEM) variables. Yet gender does not operate in isolation. Nor are gender effects likely to be context free. In the current meta-analysis, we explore gender differences in STEM-related expectancy…
Descriptors: Gender Differences, Social Class, STEM Education, Meta Analysis
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Liu, Juan; Peng, Peng; Luo, Liang – Educational Psychology Review, 2020
Academic achievement is one of the most important indicators for assessing students' performance and educational attainment. Family socioeconomic status (SES) is the main factor influencing academic achievement, but the relation between SES and academic achievement may vary across different sociocultural contexts. China is the most populous…
Descriptors: Foreign Countries, Socioeconomic Status, Academic Achievement, Correlation
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Dargue, Nicole; Sweller, Naomi – Educational Psychology Review, 2020
Through providing an external support to speech, gesture observation may benefit a student's learning in a variety of areas, including narrative comprehension. Across two studies, we investigated factors that could moderate when gestures are most beneficial to narrative comprehension, including gesture type, task difficulty, and age, in order to…
Descriptors: Nonverbal Communication, Speech Communication, Difficulty Level, Age Differences
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Acosta, Sandra; Garza, Tiberio; Hsu, Hsien-Yuan; Goodson, Patricia; Padrón, Yolanda; Goltz, Heather H.; Johnston, Anna – Educational Psychology Review, 2020
The purpose of our study was twofold: (1) to review the literature on high-stakes accountability testing and English learners (ELs) in the USA, applying qualitative systematic review methodology, and (2) to draw substantive conclusions about the impact of high-stakes accountability testing on ELs, reported in studies published between 2001 and…
Descriptors: Accountability, High Stakes Tests, English (Second Language), Second Language Learning
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Kadir, Munirah Shaik; Yeung, Alexander Seeshing; Ryan, Richard M.; Forbes, Anne; Diallo, Thierno M. O. – Educational Psychology Review, 2020
The aim of the present study was to investigate the effects of an intervention on students' achievement and motivation. The intervention was in the form of an instructional approach named Dual-Approach Instruction since it was designed to facilitate both the cognitive and non-cognitive aspects of students' learning. The intervention effects were…
Descriptors: Science Achievement, Student Motivation, Teaching Methods, Grade 7
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Kim, Nam Ju; Belland, Brian R.; Lefler, Mason; Andreasen, Lindi; Walker, Andrew; Axelrod, Daryl – Educational Psychology Review, 2020
Computer-based scaffolding (CBS) has been regarded as an effective way to help individual students complete and gain skill at completing complex tasks beyond their current ability level. Previous meta-analyses also have demonstrated that CBS for collaborative learning leads to positive cognitive outcomes in problem-centered instruction for STEM…
Descriptors: Computer Assisted Instruction, Scaffolding (Teaching Technique), Problem Based Learning, STEM Education
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Stricker, Johannes; Buecker, Susanne; Schneider, Michael; Preckel, Franzis – Educational Psychology Review, 2020
There are different views on whether perfectionism is a characteristic of intellectually gifted students. Over the last decades, comparative studies of intellectually gifted and non-gifted students have produced inconsistent results. This heterogeneity in findings might be explained by underpowered studies and the multidimensional nature of…
Descriptors: Personality Traits, Academically Gifted, Student Characteristics, Correlation
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Donaldson, Jonan Phillip; Allen-Handy, Ayana – Educational Psychology Review, 2020
Metaphors are at the core of conceptualizations from which actions and practices in teaching and learning emerge. Much of the literature in the learning sciences and educational psychology research is based on assumptions emergent from conceptualizations of learning grounded in a "construction" metaphor of learning: meaning is…
Descriptors: Learning Processes, Figurative Language, Transfer of Training, Empowerment
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