Journal of educational psychology

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  Año 2022, Vol. 114, Número 8

  • Learning Processes

    • Seleccionado

      Varied practice testing is associated with better learning outcomes in self-regulated online learning

      Paulo F. Carvalho, Elizabeth A. McLaughlin, Kenneth R. Koedinger

      • Resumen
      • Texto completo

      págs. 1723-1742

      
    • Seleccionado

      Effects of computer-based feedback on lower- and higher-order learning outcomes: A network meta-analysis

      Ute Mertens, Bridgid Finn, Marlit A. Lindner

      • Resumen
      • Texto completo

      págs. 1743-1772

      
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      How students perform synthesis tasks: An empirical study into dynamic process configurations

      Elke Van Steendam, Nina Vandermeulen, Sven De Maeyer, Marije Lesterhuis, Huub van den Bergh, Gert Rijlaarsdam

      • Resumen

      págs. 1773-1800

      
    • Seleccionado

      A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.

      MeganClaire Cogliano, Matthew L. Bernacki, Jonathan C. Hilpert, Christy L. Strong

      • Resumen

      págs. 1801-1816

      
    • Seleccionado

      Deliberate errors promote meaningful learning

      Sarah Shi Hui Wong, Stephen Wee Hun Lim

      • Resumen

      págs. 1817-1831

      

  • Reading and Writing

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      Promoting integration and learning from multiple complementary texts

      Matthew T. McCrudden, Jonna M. Kulikowich, Bailing Lyu, Linh Huynh

      • Resumen

      págs. 1832-1843

      
    • Seleccionado

      The effects of choice versus preference on writing and the mediating role of perceived competence

      A. Angelique Aitken, Steve Graham, Daniel McNeish

      • Resumen

      págs. 1844-1865

      

  • Mathematics

    • Seleccionado

      Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom

      David Múñez Méndez, Kerry Lee, Rebecca Bull, Kiat-Hui Khng, Fiona Cheam, Ridzuam Abd Rahim

      • Resumen

      págs. 1866-1880

      

  • School Belonging and Well-Being

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      School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school

      Philip D. Parker, Kelly-Ann Allen, Rhiannon Parker, Jiesi Guo, Herbert W. Marsh, Geetanjali Basarkod, Theresa Dicke

      • Resumen

      págs. 1881-1894

      
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      A randomized controlled trial of a smartphone-based well-being training in public school system employees during the COVID-19 pandemic

      Matthew J. Hirshberg, Corrina Frye, Cortland J. Dahl, Kevin M. Riordan, Nathan J. Vack, Jane Sachs, Robin Goldman, Richard J. Davidson, Simon B. Goldberg

      • Resumen
      • Texto completo

      págs. 1895-1911

      
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      Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools

      Emma C. Burns, Rebecca J. Collie, Penny van Bergen, Andrew J. Martin

      • Resumen

      págs. 1912-1930

      
    • Seleccionado

      Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement

      Keiko C. P. Bostwick, Andrew J. Martin, Rebecca J. Collie, Emma C. Burns, Nicole Hare, Samuel Cox, Anaïd Flesken, Ian McCarthy

      • Resumen
      • Texto completo

      págs. 1931-1949