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How (much) do people revise their goals after success and failure? The Triple-A model of goal revision 在成功和失败之后，人们会修改多少目标？目标修正的aaa模型
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-07-23 DOI: 10.1080/00461520.2025.2533232
Maria Theobald, Wy Ming Lin, Michiko Sakaki, Kou Murayama, Garvin Brod
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引用次数: 0
Embracing complexity: Applying intersectional, post-oppositional approaches to examinations of students with disabilities in educational psychology research 拥抱复杂性：在教育心理学研究中应用交叉的、后对立的方法对残疾学生的考试
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-06-25 DOI: 10.1080/00461520.2025.2516503
Mildred Boveda
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引用次数: 0
Centering students with learning disabilities in intervention research: Implications for educational theory 以学习障碍学生为中心的干预研究：教育理论启示
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-06-12 DOI: 10.1080/00461520.2025.2506991
Philip Capin, Sharon Vaughn, Colby Hall, Eunsoo Cho, Laura Mesite
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引用次数: 0
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research 跨学科包容：在教育心理学研究中整合残疾学生的策略与意义
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-06-12 DOI: 10.1080/00461520.2025.2511707
Benjamin C. Heddy, Alyssa A. Emery, Rebecca A. Louick, Jason C. Chow, Corey Peltier
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引用次数: 0
A culturally responsive, ecological approach to cultivating and engaging twice-exceptional black males in gifted and talented and special education 一个文化响应，生态的方法来培养和参与双重杰出的黑人男性在天才和特殊教育
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-04-24 DOI: 10.1080/00461520.2025.2473901
Erik M. Hines, Renae D. Mayes, Donna Y. Ford, Tanya J. Middleton, James L. Moore III, Alyssa Emery
{"title":"A culturally responsive, ecological approach to cultivating and engaging twice-exceptional black males in gifted and talented and special education","authors":"Erik M. Hines, Renae D. Mayes, Donna Y. Ford, Tanya J. Middleton, James L. Moore III, Alyssa Emery","doi":"10.1080/00461520.2025.2473901","DOIUrl":"https://doi.org/10.1080/00461520.2025.2473901","url":null,"abstract":"","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"9 1","pages":""},"PeriodicalIF":8.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using incremental science to improve inclusive educational psychology research 运用增量科学改进全纳教育心理学研究
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-04-24 DOI: 10.1080/00461520.2025.2486140
Jason C. Chow, Jessica R. Toste
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引用次数: 0
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing 重新定义框架理论对适应性教学专业知识的影响：战略性框架和扩张性框架的作用
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-04-21 DOI: 10.1080/00461520.2025.2486107
Marguerite E. Walsh, Christian D. Schunn
{"title":"Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing","authors":"Marguerite E. Walsh, Christian D. Schunn","doi":"10.1080/00461520.2025.2486107","DOIUrl":"https://doi.org/10.1080/00461520.2025.2486107","url":null,"abstract":"","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"57 1","pages":""},"PeriodicalIF":8.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Leveraging cognitive load theory to support students with mathematics difficulty 运用认知负荷理论支持数学困难学生
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-04-21 DOI: 10.1080/00461520.2025.2486138
Christina Areizaga Barbieri, Jessica Rodrigues
{"title":"Leveraging cognitive load theory to support students with mathematics difficulty","authors":"Christina Areizaga Barbieri, Jessica Rodrigues","doi":"10.1080/00461520.2025.2486138","DOIUrl":"https://doi.org/10.1080/00461520.2025.2486138","url":null,"abstract":"","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"24 1","pages":""},"PeriodicalIF":8.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Methodological considerations for incorporating students with disabilities into educational psychology theory and practice 将残疾学生纳入教育心理学理论与实践的方法学思考
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2025-04-11 DOI: 10.1080/00461520.2025.2481862
Kristen Bottema-Beutel
{"title":"Methodological considerations for incorporating students with disabilities into educational psychology theory and practice","authors":"Kristen Bottema-Beutel","doi":"10.1080/00461520.2025.2481862","DOIUrl":"https://doi.org/10.1080/00461520.2025.2481862","url":null,"abstract":"","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"59 1","pages":""},"PeriodicalIF":8.8,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The role of asset-based pedagogy in an interactive view of reading 基于资产的教学法在互动阅读中的作用
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2024-10-31 DOI: 10.1080/00461520.2024.2394031
Rachael Gabriel, Francesca López
{"title":"The role of asset-based pedagogy in an interactive view of reading","authors":"Rachael Gabriel, Francesca López","doi":"10.1080/00461520.2024.2394031","DOIUrl":"https://doi.org/10.1080/00461520.2024.2394031","url":null,"abstract":"In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students’...","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"144 1","pages":""},"PeriodicalIF":8.8,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142588778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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