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Today — 9 March 2025Latest Results for Educational Psychology Review
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Latest Results for Educational Psychology Review
- Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
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- Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper
Before yesterdayLatest Results for Educational Psychology Review
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- Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis
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- Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge?
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- Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
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- The Role of Asset-Based Pedagogy in Promoting Belonging and Ethnic-Racial Identity among Latine Students
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- Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study
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- Exploring Educational Approaches to Addressing Misleading Visualizations
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- Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis
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- Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners
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- Interventions to Teacher Well-Being and Burnout A Scoping Review
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- Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis
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- The Virtual Reality in Your Head: How Immersion and Mental Imagery Are Connected to Knowledge Retention
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- Advancing Self-Reports of Self-Regulated Learning: Validating New Measures to Assess Students’ Beliefs, Practices, and Challenges
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- Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation
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- An Individual Participant Data Meta-Analysis to Support Power Analyses for Randomized Intervention Studies in Preschool: Cognitive and Socio-Emotional Learning Outcomes
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- Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
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- The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies
