| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A Meta-Analysis of Negative Feedback on Intrinsic Motivation
|
Fong, Carlton J.
|
|
2018
|
31 |
1 |
p. 121-162
|
article
|
| 2 |
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
|
Kim, Lisa E.
|
|
2019
|
31 |
1 |
p. 163-195
|
article
|
| 3 |
Correction to: Female Participation as Top-Producing Authors, Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016
|
Greenbaum, Hannah K.
|
|
2019
|
31 |
1 |
p. 253
|
article
|
| 4 |
Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning
|
Daley, Nola
|
|
2018
|
31 |
1 |
p. 197-222
|
article
|
| 5 |
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities
|
Wu, Sally P. W.
|
|
2019
|
31 |
1 |
p. 87-120
|
article
|
| 6 |
Meta-Bias: A Practical Theory of Motivated Thinking
|
Gehlbach, Hunter
|
|
2018
|
31 |
1 |
p. 65-85
|
article
|
| 7 |
Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
|
Lawson, Michael J.
|
|
2018
|
31 |
1 |
p. 223-251
|
article
|
| 8 |
The Psychometric Modeling of Scientific Reasoning: a Review and Recommendations for Future Avenues
|
Edelsbrunner, Peter A.
|
|
2018
|
31 |
1 |
p. 1-34
|
article
|
| 9 |
The Role of School in Adolescents’ Identity Development. A Literature Review
|
Verhoeven, Monique
|
|
2018
|
31 |
1 |
p. 35-63
|
article
|
Journal description