| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts
|
Yeung, Kam Leung
|
|
|
33 |
4 |
p. 1583-1630
|
artikel
|
| 2 |
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms
|
Oliveira, Sofia
|
|
|
33 |
4 |
p. 1779-1808
|
artikel
|
| 3 |
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
|
Wu, Huimin
|
|
|
33 |
4 |
p. 1749-1778
|
artikel
|
| 4 |
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?
|
Bernacki, Matthew L.
|
|
|
33 |
4 |
p. 1675-1715
|
artikel
|
| 5 |
Benefits of Writing an Explanation During Pauses in Multimedia Lessons
|
Lawson, Alyssa P.
|
|
|
33 |
4 |
p. 1859-1885
|
artikel
|
| 6 |
College Students’ Time Management: a Self-Regulated Learning Perspective
|
Wolters, Christopher A.
|
|
|
33 |
4 |
p. 1319-1351
|
artikel
|
| 7 |
Correction to: Educational Psychology Early Career Award Winners: How Did They Do It?
|
Kiewra, Kenneth A.
|
|
|
33 |
4 |
p. 2019
|
artikel
|
| 8 |
Correction to: Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?
|
Kulkarni, Tara
|
|
|
33 |
4 |
p. 2021
|
artikel
|
| 9 |
Does Individual Performance Feedback Increase the Use of Retrieval Practice?
|
Hui, Luotong
|
|
|
33 |
4 |
p. 1835-1857
|
artikel
|
| 10 |
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
|
Pan, Steven C.
|
|
|
33 |
4 |
p. 1523-1552
|
artikel
|
| 11 |
Educational Psychology Early Career Award Winners: How Did They Do It?
|
Kiewra, Kenneth A.
|
|
|
33 |
4 |
p. 1981-2018
|
artikel
|
| 12 |
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
|
Castro-Alonso, Juan C.
|
|
|
33 |
4 |
p. 1379-1407
|
artikel
|
| 13 |
Generative Learning: Which Strategies for What Age?
|
Brod, Garvin
|
|
|
33 |
4 |
p. 1295-1318
|
artikel
|
| 14 |
Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication
|
Kim, James S.
|
|
|
33 |
4 |
p. 1935-1964
|
artikel
|
| 15 |
KReC-MD: Knowledge Revision with Multiple Documents
|
Butterfuss, Reese
|
|
|
33 |
4 |
p. 1475-1497
|
artikel
|
| 16 |
Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data
|
Feldon, David F.
|
|
|
33 |
4 |
p. 1907-1934
|
artikel
|
| 17 |
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach
|
Marsh, Herbert W.
|
|
|
33 |
4 |
p. 1353-1378
|
artikel
|
| 18 |
Multimedia Effect in Problem Solving: A Meta-Analysis
|
Hu, Liru
|
|
|
33 |
4 |
p. 1717-1747
|
artikel
|
| 19 |
Perfectionism in Academically Gifted Students: A Systematic Review
|
Grugan, Michael C.
|
|
|
33 |
4 |
p. 1631-1673
|
artikel
|
| 20 |
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms
|
Agarwal, Pooja K.
|
|
|
33 |
4 |
p. 1409-1453
|
artikel
|
| 21 |
Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance
|
Schillinger, Frieder L.
|
|
|
33 |
4 |
p. 1887-1906
|
artikel
|
| 22 |
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses
|
Chen, Ouhao
|
|
|
33 |
4 |
p. 1499-1522
|
artikel
|
| 23 |
Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education
|
Gill, Anneliese
|
|
|
33 |
4 |
p. 1553-1582
|
artikel
|
| 24 |
Test Anxiety and Metacognitive Performance in the Classroom
|
Silaj, Katie M.
|
|
|
33 |
4 |
p. 1809-1834
|
artikel
|
| 25 |
What If We Look at the Body? An Embodied Perspective of Collaborative Learning
|
Ferreira, Juliene Madureira
|
|
|
33 |
4 |
p. 1455-1473
|
artikel
|
| 26 |
Yes Children Need to Learn Their GPCs but There Really Is Little or No Evidence that Systematic or Explicit Phonics Is Effective: a response to Fletcher, Savage, and Sharon (2020)
|
Bowers, Jeffrey S.
|
|
|
33 |
4 |
p. 1965-1979
|
artikel
|
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