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Supplemental Material for Benefits and Boundaries of Learner-Generated Explanations and Drawings 关于学习者生成的解释和图纸的好处和界限的补充材料
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000995.supp
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引用次数: 0
Supplemental Material for Choosing What to Study: Do Internal Judgments Predict Study-Time Allocation Intentions Over and Above External Agendas? 选择学习内容的补充材料：内部判断比外部议程更能预测学习时间分配意图吗？
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000989.supp
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引用次数: 0
Supplemental Material for Teacher Coaching in Upper Secondary School: Examining the Effects on Teacher–Student Interaction and Student Engagement 高中教师辅导的补充材料：对师生互动和学生参与的影响研究
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000986.supp
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引用次数: 0
Supplemental Material for How to Reduce Mathematics Anxiety: A Systematic Review and Meta-Analysis on Intervention Studies 如何减少数学焦虑：干预研究的系统回顾和元分析补充材料
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000992.supp
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引用次数: 0
Supplemental Material for Understanding Elementary Students’ Creativity as a Trade-Off Between Originality and Task Appropriateness: A Pareto Optimization Study 理解小学生创造力是原创性与任务适当性之间的权衡：一个帕累托优化研究
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000982.supp
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引用次数: 0
Supplemental Material for Emotional and Social Impairments in Primary School Students With Different Attention-Deficit/Hyperactivity Disorder Presentations: A Latent Profile Analysis 不同注意缺陷/多动障碍表现的小学生情绪和社交障碍的补充材料：潜在特征分析
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-09-29 DOI: 10.1037/edu0000991.supp
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引用次数: 0
ManyClasses 2: The effects of prequestions on media interactions and learning. 多课2：预设问题对媒体互动和学习的影响。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-08-28 DOI: 10.1037/edu0000978
Benjamin A. Motz, Anna Chinni, Joshua R. de Leeuw, Harmony E. Jankowski, Ashish Aggarwal, Mariaelena Amato, Kathryn Berlin, Kelli Britten, Alyssa Brown, Micki L. Cerchiaro, Nancy J. Evans, Andrew Findley, Robert Gorman, Keven D. Gregg, Kimberly Hansen, Heaven Hollender, Richard A. Hullinger, Patrick Larkin, Margaret Lion, Robert E. Long, Anthony J. Mannarino, Megan E. Mocko, Kendall Moore, Joseph A. Packowski, Carrie Palmer, Kathy L. Ritchie, Jeannie Scott, Marissa Stanton, Laura Talcott, Laura N. Wagner, Matthew Waite, Richard G. Yeager, Emily R. Fyfe
{"title":"ManyClasses 2: The effects of prequestions on media interactions and learning.","authors":"Benjamin A. Motz, Anna Chinni, Joshua R. de Leeuw, Harmony E. Jankowski, Ashish Aggarwal, Mariaelena Amato, Kathryn Berlin, Kelli Britten, Alyssa Brown, Micki L. Cerchiaro, Nancy J. Evans, Andrew Findley, Robert Gorman, Keven D. Gregg, Kimberly Hansen, Heaven Hollender, Richard A. Hullinger, Patrick Larkin, Margaret Lion, Robert E. Long, Anthony J. Mannarino, Megan E. Mocko, Kendall Moore, Joseph A. Packowski, Carrie Palmer, Kathy L. Ritchie, Jeannie Scott, Marissa Stanton, Laura Talcott, Laura N. Wagner, Matthew Waite, Richard G. Yeager, Emily R. Fyfe","doi":"10.1037/edu0000978","DOIUrl":"https://doi.org/10.1037/edu0000978","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"18 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910627","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
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment. 支持父母支持孩子：英国一项随机对照试验测试短信干预培养家庭学习环境。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-08-28 DOI: 10.1037/edu0000973
Fionnuala O'Reilly, Susanna Loeb, Alice Farrell, Gaia Scerif
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引用次数: 0
The impact of incorrect self-explanation prompt responses on fifth-grade mathematics learning. 不正确的自我解释提示回答对五年级数学学习的影响。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-08-28 DOI: 10.1037/edu0000979
Kelly M. McGinn, Alyssa Josselsohn
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引用次数: 0
Design matters: Students’ adherence to high-structure course design activities predicts their academic success. 设计问题：学生对高结构课程设计活动的坚持预示着他们的学业成功。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2025-08-25 DOI: 10.1037/edu0000970
Michael A. Berro, Laura Ott, Alaina Garland, Mara Evans, Kelly A. Hogan, Robert D. Plumley, Shelbi L. Kuhlmann, Linyu Yu, Matthew L. Bernacki, Jeffrey A. Greene
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引用次数: 0
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