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  Subjects -> PSYCHOLOGY (Total: 934 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 3)
Acta Colombiana de Psicología     Open Access   (Followers: 5)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 3)
Acta Psychologica     Hybrid Journal   (Followers: 25)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 9)
Addictive Behaviors Reports     Open Access   (Followers: 7)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 22)
ADHD Report The     Full-text available via subscription   (Followers: 9)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 43)
Advances in Mental Health     Hybrid Journal   (Followers: 73)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 3)
Advances in Physiotherapy     Hybrid Journal   (Followers: 62)
Advances in Psychology     Full-text available via subscription   (Followers: 59)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 5)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 432)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 39)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 18)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 43)
American Journal of Community Psychology     Hybrid Journal   (Followers: 27)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 5)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 20)
American Journal of Psychology     Full-text available via subscription   (Followers: 32)
American Psychologist     Full-text available via subscription   (Followers: 193)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analitika : Jurnal Magister Psikologi Uma     Open Access  
Analysis     Full-text available via subscription   (Followers: 3)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 72)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 33)
Annual Review of Psychology     Full-text available via subscription   (Followers: 239)
Anuario de investigaciones (Facultad de Psicología. Universidad de Buenos Aires)     Open Access   (Followers: 1)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 21)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 16)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 74)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 40)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 21)
Applied Psycholinguistics     Hybrid Journal   (Followers: 19)
Applied Psychological Measurement     Hybrid Journal   (Followers: 20)
Applied Psychology     Hybrid Journal   (Followers: 163)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 50)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 23)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 30)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 9)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Behavioural Studies     Open Access  
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 9)
Assessment     Hybrid Journal   (Followers: 12)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 14)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 12)
Australasian Journal of Organisational Psychology     Hybrid Journal   (Followers: 8)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Journal of Psychology     Hybrid Journal   (Followers: 19)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 4)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 37)
Autism Research and Treatment     Open Access   (Followers: 25)
Autism's Own     Open Access   (Followers: 2)
Autism-Open Access     Open Access   (Followers: 6)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 20)
Balint Journal     Hybrid Journal   (Followers: 2)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 41)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 9)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 3)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 19)
Behavior Therapy     Hybrid Journal   (Followers: 50)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 11)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 24)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 7)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Change     Full-text available via subscription   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 19)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 139)
Behavioural Processes     Hybrid Journal   (Followers: 8)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 7)
BMC Psychology     Open Access   (Followers: 17)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 150)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 37)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 35)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 46)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 61)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 69)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 34)
Buletin Psikologi     Open Access  
Burnout Research     Open Access   (Followers: 8)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 15)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 13)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 1)
Castalia : Revista de Psicología de la Academia     Open Access  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 29)
Child Development Research     Open Access   (Followers: 16)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access   (Followers: 3)
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 11)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 17)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 71)
Clinical Psychology and Special Education     Open Access   (Followers: 3)
Clinical Psychology Review     Hybrid Journal   (Followers: 41)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 22)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching : Theorie & Praxis     Open Access   (Followers: 1)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 2)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 43)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 13)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 17)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 35)
Cognitive Psychology     Hybrid Journal   (Followers: 72)
Cognitive Research : Principles and Implications     Open Access   (Followers: 3)
Consciousness and Cognition     Hybrid Journal   (Followers: 32)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 4)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 5)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 28)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling et spiritualité / Counselling and Spirituality     Full-text available via subscription   (Followers: 1)
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 12)
Counseling Psychologist     Hybrid Journal   (Followers: 17)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 12)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 27)
Counselling and Values     Hybrid Journal   (Followers: 5)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 13)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 6)
Creativity Research Journal     Hybrid Journal   (Followers: 24)
Creativity. Theories - Research - Applications     Open Access   (Followers: 5)
Criminal Justice Ethics     Hybrid Journal   (Followers: 10)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 16)
Cultural-Historical Psychology     Open Access   (Followers: 2)
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 12)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 57)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 4)
Current Opinion in Psychology     Hybrid Journal   (Followers: 8)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 14)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 17)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 16)
Decision     Full-text available via subscription   (Followers: 5)
Depression and Anxiety     Hybrid Journal   (Followers: 23)
Depression Research and Treatment     Open Access   (Followers: 13)
Development and Psychopathology     Hybrid Journal   (Followers: 8)
Developmental Cognitive Neuroscience     Open Access   (Followers: 18)
Developmental Neuropsychology     Hybrid Journal   (Followers: 20)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 10)
Diversitas : Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 2)
Dreaming     Full-text available via subscription   (Followers: 11)

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Journal Cover Educational Psychology Review
  [SJR: 1.411]   [H-I: 76]   [32 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-336X - ISSN (Online) 1040-726X
   Published by Springer-Verlag Homepage  [2350 journals]
  • What Schools Need to Know About Fostering School Belonging: a
           Meta-analysis
    • Authors: Kelly Allen; Margaret L. Kern; Dianne Vella-Brodrick; John Hattie; Lea Waters
      Pages: 1 - 34
      Abstract: 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 individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9389-8
      Issue No: Vol. 30, No. 1 (2018)
       
  • Systems View of School Climate: a Theoretical Framework for Research
    • Authors: Kathleen Moritz Rudasill; Kate E. Snyder; Heather Levinson; Jill L. Adelson
      Pages: 35 - 60
      Abstract: 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 climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-017-9401-y
      Issue No: Vol. 30, No. 1 (2018)
       
  • Associations Between Language and Problem Behavior: a Systematic Review
           and Correlational Meta-analysis
    • Authors: Jason C. Chow; Joseph H. Wehby
      Pages: 61 - 82
      Abstract: 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 this paper is to describe the results of a systematic review and two meta-analyses exploring the concurrent and predictive associations between language ability and problem behavior in school-age children. A systematic literature search yielded 1655 unduplicated abstracts, and a structured study selection process resulted in 19 eligible reports and 25 effect sizes for the concurrent analysis and 8 reports and 10 effect sizes for the predictive analysis. Eligible reports were then coded, and effect sizes were extracted and synthesized via random effects meta-analyses. Results estimate significant negative concurrent (z = −0.17 [−0.21, −0.13]) and predictive (z = −0.17 [−0.21, −0.13]) associations between language and problem behavior, and these relations hold across age, time, and risk status. Mean effect sizes for receptive and expressive language were significant. This study adds to the quantitative and descriptive literature by summarizing and corroborating the evidence that low language ability is associated with problem behavior. Further research is needed relative to differences in subconstructs of language and behavior, as well as a focus on intervention for students with these comorbid deficits.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9385-z
      Issue No: Vol. 30, No. 1 (2018)
       
  • Writing in the Secondary-Level Disciplines: a Systematic Review of
           Context, Cognition, and Content
    • Authors: Diane M. Miller; Chyllis E. Scott; Erin M. McTigue
      Pages: 83 - 120
      Abstract: 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 qualitative synthesis of studies is organized by the overarching categories of context, cognition, and content. The studies are further grouped by relevant themes to explore how the incorporation of writing tasks into content-area instruction benefits the secondary students’ content-area learning and knowledge acquisition. Primary themes include the elements of explicit strategy and inquiry-based instruction, the impact of prewriting models, the role of metacognition and journaling, and the writing-related implications for content-area assessment. Recommendations for future research are offered. Additionally, practical implications for secondary content-area teachers are presented.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9393-z
      Issue No: Vol. 30, No. 1 (2018)
       
  • Does Text Complexity Matter in the Elementary Grades' A Research
           Synthesis of Text Difficulty and Elementary Students’ Reading Fluency
           and Comprehension
    • Authors: Steven J. Amendum; Kristin Conradi; Elfrieda Hiebert
      Pages: 121 - 151
      Abstract: 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 research studies were reviewed. Characteristics of the reviewed studies are reported including the different conceptualizations of text, reader, and task interactions. Regarding the relationships between text difficulty and reading fluency and comprehension, for students’ reading fluency, on average, increased text difficulty level was related to decreased reading fluency, with a small number of exceptions. For comprehension, on average, text difficulty level was negatively related to reading comprehension, although a few studies found no relationship. Text difficulty was widely conceptualized across studies and included characteristics particular to texts as well as relationships between readers and texts. Implications for theory, policy, curriculum, and instruction are discussed.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-017-9398-2
      Issue No: Vol. 30, No. 1 (2018)
       
  • Promoting Argumentation Competence: Extending from First- to Second-Order
           Scaffolding Through Adaptive Fading
    • Authors: Omid Noroozi; Paul A. Kirschner; Harm J.A. Biemans; Martin Mulder
      Pages: 153 - 176
      Abstract: 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 knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-017-9400-z
      Issue No: Vol. 30, No. 1 (2018)
       
  • Chinese Education Examined via the Lens of Self-Determination
    • Authors: Shi Yu; Beiwen Chen; Chantal Levesque-Bristol; Maarten Vansteenkiste
      Pages: 177 - 214
      Abstract: 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, especially understanding the fundamental developmental costs behind Chinese students’ high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growth-oriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment—i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9395-x
      Issue No: Vol. 30, No. 1 (2018)
       
  • Retrieval Practice Benefits Deductive Inference
    • Authors: Luke G. Eglington; Sean H. K. Kang
      Pages: 215 - 228
      Abstract: 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 drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9386-y
      Issue No: Vol. 30, No. 1 (2018)
       
  • Task Experience as a Boundary Condition for the Negative Effects of
           Irrelevant Information on Learning
    • Authors: Gertjan Rop; Margot van Wermeskerken; Jacqueline A. de Nooijer; Peter P. J. L. Verkoeijen; Tamara van Gog
      Pages: 229 - 253
      Abstract: 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 condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9388-9
      Issue No: Vol. 30, No. 1 (2018)
       
  • Managing Element Interactivity in Equation Solving
    • Authors: Bing Hiong Ngu; Huy P. Phan; Alexander Seeshing Yeung; Siu Fung Chung
      Pages: 255 - 272
      Abstract: 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 method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9397-8
      Issue No: Vol. 30, No. 1 (2018)
       
  • Erratum to: Managing Element Interactivity in Equation Solving
    • Authors: Bing Hiong Ngu; Huy P. Phan; Alexander Seeshing Yeung; Siu Fung Chung
      Pages: 273 - 273
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-017-9402-x
      Issue No: Vol. 30, No. 1 (2018)
       
  • Which Technique is most Effective for Learning Declarative
           Concepts—Provided Examples, Generated Examples, or Both'
    • Authors: Amanda Zamary; Katherine A. Rawson
      Pages: 275 - 301
      Abstract: 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 many courses, an important question arises: What are the most effective techniques for learning declarative concepts' The current research competitively evaluated the effectiveness of various example-based learning techniques for learning declarative concepts, with respect to both long-term learning and efficiency during study. In experiment 1, students at a large, Midwestern university were asked to learn 10 declarative concepts in social psychology by studying provided examples (instances of concepts that are provided to students illustrate how the concept can be applied), generating examples (instances of concepts that the student generates on his or her own to practice applying the concept), or by receiving a combination of alternating provided examples and generated examples. Two days later, students completed final tests (an example classification test and a definition cued recall test). Experiment 2 replicated and extended findings from experiment 1. The extension group was a variation of the combination group, in which participants were simultaneously presented with a provided example while generating an example. In both experiments, long-term learning and study efficiency were greater following the study of provided examples relative to the other example-based learning techniques.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9396-9
      Issue No: Vol. 30, No. 1 (2018)
       
  • Conversations with Four Highly Productive German Educational
           Psychologists: Frank Fischer, Hans Gruber, Heinz Mandl, and Alexander
           Renkl
    • Authors: Abraham E. Flanigan; Kenneth A. Kiewra; Linlin Luo
      Pages: 303 - 330
      Abstract: 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 American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars’ shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars.
      PubDate: 2018-03-01
      DOI: 10.1007/s10648-016-9392-0
      Issue No: Vol. 30, No. 1 (2018)
       
  • Cognitive Load Theory and Time Considerations: Using the Time-Based
           Resource Sharing Model
    • Authors: Sébastien Puma; Nadine Matton; Pierre-Vincent Paubel; André Tricot
      Abstract: For a long time, Cognitive Load Theory has considered working memory models as tools to advance research on learning. It has used working memory capacity models, where working memory is viewed as being composed of a discrete number of slots (i.e., chunks) that can be kept active. However, recent results have shown that for a fixed quantity of information, the mere pace of information presentation can affect learning performance. Commonly used working memory models cannot explain such results. Here, we propose to use a new model in the field of Cognitive Load Theory, the Time-Based Resource Sharing model, which enables time to be taken into account when describing working memory solicitation. In two experiments, we tested hypotheses allowed by the model. Results showed that the Time-Based Resource Sharing model can assist the investigation of information presentation pace effects during learning, as long as prior knowledge is taken into account. Particularly, the results suggest a new interpretation of intrinsic and extrinsic load that could relate them to the time needed to process information.
      PubDate: 2018-04-09
      DOI: 10.1007/s10648-018-9438-6
       
  • Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in
           Education and Special Education' A Meta-review
    • Authors: Jason C. Chow; Eric Ekholm
      Abstract: Meta-analyses are used to make educational decisions in policy and practice. Publication bias refers to the extent to which published literature is more likely to have statistically significant results and larger sample sizes than studies that do not make it through the publication process. The purpose of the present study is to estimate the extent to which publication bias is present in a broad set of education and special education journals. We reviewed 222 meta-analyses to describe the prevalence of publication bias tests, and further identified 29 that met inclusion criteria for effect size extraction. Descriptive data reveal that 58% of meta-analyses (n = 128) documented no effort to test for possible publication bias, and analyses of 72 difference statistics revealed that published studies were associated with significantly larger effect sizes than unpublished studies (d = 0.64). Exploratory moderator analyses revealed that effect size metric was a significant predictor of the difference between published and unpublished studies.
      PubDate: 2018-04-06
      DOI: 10.1007/s10648-018-9437-7
       
  • Inducing Self-Explanation: a Meta-Analysis
    • Authors: Kiran Bisra; Qing Liu; John C. Nesbit; Farimah Salimi; Philip H. Winne
      Abstract: Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases identified 69 effect sizes (from 64 research reports) which met certain inclusion criteria. The overall weighted mean effect size using a random effects model was g = .55. We coded and analyzed 20 moderator variables including type of learning task (e.g., solving problems, studying worked problems, and studying text), subject area, level of education, type of inducement, and treatment duration. We found that self-explanation prompts are a potentially powerful intervention across a range of instructional conditions. Due to the limitations of relying on instructor-scripted prompts, we recommend that future research explore computer-generation of self-explanation prompts.
      PubDate: 2018-03-29
      DOI: 10.1007/s10648-018-9434-x
       
  • Spatial Contiguity and Spatial Split-Attention Effects in Multimedia
           Learning Environments: a Meta-Analysis
    • Authors: Noah L. Schroeder; Ada T. Cenkci
      Abstract: Spatial split-attention effects have been noted in the research literature, where, under split-attention conditions, integrating text and diagrams has been shown to be effective. From this literature grew the spatial contiguity principle (or spatial contiguity effect), which states that people learn more when related words and pictures are displayed spatially near one another. Research has shown both effects to influence learning; however, little is known about the conditions in which integrated designs are most effective. This meta-analysis examines the influence of integrated designs across numerous moderator variables in order to improve our understanding of under which conditions integrated designs influence learning. A random effects meta-analysis of 58 independent comparisons (n = 2426) produced an overall effect size of g = 0.63 (p < 0.001). Moderator analyses indicated that integrated designs have benefited learning across many intervention-related and context-related moderator variables. Practical and theoretical implications of the findings are provided.
      PubDate: 2018-03-27
      DOI: 10.1007/s10648-018-9435-9
       
  • Promoting Integration of Multiple Texts: a Review of Instructional
           Approaches and Practices
    • Authors: Sarit Barzilai; Asnat R. Zohar; Shiri Mor-Hagani
      Abstract: The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in which integration instruction has been studied, the types of texts and tasks employed, the foci of integration instruction, the instructional practices used, integration measures, and instructional outcomes. The studies we found involved students from 5th grade to university, encompassed varied disciplines, and employed a wide range of task and text types. We identified a variety of instructional practices, such as collaborative discussions with multiple texts, explicit instruction of integration, modeling of integration, uses of graphic organizers, and summarization and annotation of single texts. Our review indicates that integration can be successfully taught, with medium to large effect sizes. Some research gaps include insufficient research with young students; inadequate consideration of new text types; limited attention to students’ understandings of the value of integration, integration criteria, and text structures; and lack of research regarding how to promote students’ motivation to engage in intertextual integration.
      PubDate: 2018-03-26
      DOI: 10.1007/s10648-018-9436-8
       
  • Are Provided Examples or Faded Examples More Effective for Declarative
           Concept Learning'
    • Authors: Amanda Zamary; Katherine A. Rawson
      Abstract: Declarative concepts (abstract concepts denoted by key terms and definitions) are foundational content in many courses at most grade levels. The current research compared the relative effectiveness of provided examples to faded examples (a technique involving a transition from studying provided examples to completing partial examples to generating examples) for learning declarative concepts. In two experiments (experiment 1: n = 146, experiment 2: n = 131), participants were randomly assigned to study provided examples or complete faded examples. Two days later, participants took two final tests to assess their long-term learning: a novel example classification test and an example generation test. Results across experiments were highly consistent: performance on both final tests was similar following provided examples and faded examples practice; however, provided examples took much less time to implement during practice. Therefore, considering both long-term learning and efficiency outcomes collectively for evaluating the effectiveness of learning techniques, provided examples continue to be more effective than techniques involving both provided examples and generated examples for learning declarative concepts.
      PubDate: 2018-03-13
      DOI: 10.1007/s10648-018-9433-y
       
  • A Heuristic Framework of Spatial Ability: a Review and Synthesis of
           Spatial Factor Literature to Support its Translation into STEM Education
    • Authors: Jeffrey Buckley; Niall Seery; Donal Canty
      Abstract: An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.
      PubDate: 2018-03-02
      DOI: 10.1007/s10648-018-9432-z
       
 
 
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