The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct [0.03%]
归属的需求：探究一个基础概念的起源、影响及其未来展望
Kelly-Ann Allen,DeLeon L Gray,Roy F Baumeister et al.
Kelly-Ann Allen et al.
The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and s...
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) [0.03%]
数字化环境中的认知情意社会学习理论(CASTLE)
Sascha Schneider,Maik Beege,Steve Nebel et al.
Sascha Schneider et al.
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Bas...
Karel Kreijns,Kate Xu,Joshua Weidlich
Karel Kreijns
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as p...
Alyssa P Lawson,Richard E Mayer
Alyssa P Lawson
Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating processes during learning. The present experiments examine whether the genera...
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load [0.03%]
优化教学材料的五大策略——认知负荷的教师管理与学员自管
Juan C Castro-Alonso,Bjorn B de Koning,Logan Fiorella et al.
Juan C Castro-Alonso et al.
Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problem...
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility [0.03%]
无效的元分析：知觉不流畅性研究中的错误及提高元分析可重复性的建议
Sophia C Weissgerber,Matthias Brunmair,Ralf Rummer
Sophia C Weissgerber
In the 2018 meta-analysis of Educational Psychology Review entitled "Null effects of perceptual disfluency on learning outcomes in a text-based educational context" by Xie, Zhou, and Liu, we identify some errors and inconsistencies in both ...
A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes [0.03%]
课程分层的社会认知后果分析
Kamilah Legette
Kamilah Legette
Research examining the effects of track placement in the United States has predominantly focused on racial/socio-economic differences in access to learning opportunities. However, track assignment might also create academic social groups wi...
Daniel H Robinson
Daniel H Robinson
In an article published in an open-access journal, (Pennebaker et al. PLoS One, 8(11), e79774, 2013) reported that an innovative computer-based system that included daily online testing resulted in better student performance in other concur...
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research [0.03%]
探究阅读干预研究中治疗忠诚度的支持、测量和报告情况(K-3)
Philip Capin,Melodee A Walker,Sharon Vaughn et al.
Philip Capin et al.
Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past synt...
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout [0.03%]
基于教师人格的教学效果和职业枯竭的元分析研究
Lisa E Kim,Verena Jörg,Robert M Klassen
Lisa E Kim
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine ...