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Educational Psychology Review 封面图

Educational Psychology Review

IF8.8
论文数1534
被引数12653
期刊论文 1534
发表时间
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High Resources don’t Always Buffer Stress: Optimal Margins in Demands-Resources fit and Student Engagement资源丰富并不总能缓冲压力：需求-资源匹配中的最佳边际与学生参与度
deleteEducational Psychology Review
IF8.8
delete2026-10-31
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deleteFernando Núñez-Regueiro; Aline Vansoeterstede; Emilie Boujut; Emilie Cappe; Jacques Juhel; Xin Tang
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A Meta-Analysis of the Effectiveness and Boundary Conditions of Retrieval Practice, Distributed Practice, and Interleaved Practice in Authentic School Classrooms对真实学校课堂中检索练习、分布式练习和穿插练习的有效性及边界条件的元分析
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IF8.8
delete2026-10-29
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deleteSterre K. Ruitenburg; Mieke Goos; Guus Lambert; Paul A. Kirschner; Halszka Jarodzka; Gino Camp
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Mathematics Vocabulary Interventions and Mathematics Learning: A Meta-Analysis of Effects, Added Value, and Exploratory Mediation Pathways数学词汇干预与数学学习：效果、附加价值及探索性中介路径的元分析
deleteEducational Psychology Review
IF8.8
delete2026-10-27
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PREAI
deleteXin Lin; Haorui Cui; Yijie Li
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The Role of “Understanding” in Human Cognitive Architecture: A Cognitive Load Theory Perspective“理解”在人类认知架构中的作用：认知负荷理论视角
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IF8.8
delete2026-10-22
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deleteOuhao Chen; Nadine Marcus; John Sweller
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Re-examining Associations between Big Five Personality Traits and Teacher Burnout using Meta-analytic Structural Equation Modeling使用元分析结构方程模型重新审视大五人格特质与教师职业倦怠之间的关系
deleteEducational Psychology Review
IF8.8
delete2026-10-19
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PREAI
deleteKangning Zhu; Junhua Dang; Yuhao Cui
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Gesture-Based Vocabulary Instruction in a Special Education Context: Exploratory Evidence on Gesture Use and Lesson Frequency基于手势的词汇教学在特殊教育情境中的应用：关于手势使用和课程频率的探索性证据
deleteEducational Psychology Review
IF8.8
delete2026-10-16
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deleteLijia Lin; Alfred van Bergen; Kate M. Xu; Kim Ouwehand; Fred Paas
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Revisiting the Role of Social and Dimensional Comparisons in the Internal/External Frame of Reference Model: A Systematic Comparison of the Classic and the Difference I/E Model重新审视社会比较和维度比较在内部/外部参照框架模型中的作用：经典模型与差异I/E模型的系统性比较
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IF8.8
delete2026-10-13
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deleteFabian Wolff; Jennifer Schumacher; Jens Möller
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Further Redefining Motivation with Situated Cognition, Power, and Belonging在情境认知、权力和归属感中进一步重新定义动机
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IF8.8
delete2026-10-09
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deleteDaniel T. Hickey; Charmian Lam
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Technology-Supported Interventions and Learners’ Metacognition: A Three-Level Meta-Analysis技术支持型干预与学习者元认知：一项三级元分析
deleteEducational Psychology Review
IF8.8
delete2026-10-07
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deleteYijia Yuan; Yiran Du
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Why Some Gestures Work Better than Others: Toward a Model of Gesture-Supported Vocabulary Learning为什么有些手势比其他手势更有效：迈向一个手势辅助词汇学习模型
deleteEducational Psychology Review
IF8.8
delete2026-10-06
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deleteManuela Macedonia; Lihui Hu; Brian Mathias
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Considering Cognitive Load When Exploring Before Instruction: The Potential Role of Element Interactivity在指导教学前探索时考虑认知负荷：元素交互性的潜在作用
deleteEducational Psychology Review
IF8.8
delete2026-10-03
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deleteMarci S. DeCaro; Campbell R. Bego; Angela K. Thompson; Ryan J. Patrick
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Effects of AI Interventions Across Cognitive, Social-emotional, and Academic Outcomes: a Meta-analysis of Randomized Controlled Trials with Nonlinear Dose–response EvidenceAI干预在认知、社会情感和学习成果方面的效果：一项包含非线性剂量-反应证据的随机对照试验元分析
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IF8.8
delete2026-10-03
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deleteXiaotian Ren; Xinying Li; Luying Gao; Qiuying Wei; Haoning Liu; Xiao Yu
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A Complexity Perspective on Culture, Identity, and Motivation: The Dynamic Systems Model of Role Identity从复杂性视角看文化、身份与动机：角色身份的动态系统模型
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IF8.8
delete2026-10-02
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deleteAvi Kaplan; Joanna K. Garner
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Relations between Teachers’ and Students’ Social-emotional Competence: A Systematic Review and Multilevel Meta-analysis教师与学生社会情感能力之间的关系：一项系统综述和多层元分析
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IF8.8
delete2026-10-02
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deleteThuy-Anh Nguyen; Tarissa Hidajat; Ting Zhou; Tianyi Ma; April Hoang; Shiralee Poed; Elizabeth J. Edwards
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Augmentation or Erosion? Regulating Cognitive Offloading in Generative AI-Supported STEM Learning增强还是侵蚀？调节生成式AI支持的STEM学习中的认知外包
deleteEducational Psychology Review
IF8.8
delete2026-10-01
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deleteDaiki Nakamura
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Association of Teacher Well-Being With Student Motivation and Achievement: A Systematic Review and Meta-Analysis教师幸福感与学生动机和学业成就的关联：一项系统综述和Meta分析
deleteEducational Psychology Review
IF8.8
delete2026-09-29
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deleteTheresa Dicke; Kelly Ferber; Emma Devine; Rebecca Collie; Helena Granziera; Philip Parker; Jiesi Guo; Herb Marsh; Ziwen Teuber; Emma L. Bradshaw; James H. Conigrave; Chloe Gordon; Taren Sanders; Lara Tribel; Hye-Ryen Jang; Julia Waldeyer; Michael Noetel; Joel Anderson; Doris Holzberger; Janina Täschner; Rebecca Lazarides; Johnmarshall Reeve; Tayla Kapelles; Danling Huang; Emma Stenz; Rebecca Pagano; Kim Rowston; Ferdinand Stebner; Melanie Trypke; HeeRa Ko; Alison Jardine; Fani Lauermann; Chris Lonsdale; Brittany Watson; Geetanjali Basarkod
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Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts种族化动机：在STEM高等教育背景下重塑归属、情感与成就的种族重构框架
deleteEducational Psychology Review
IF8.8
delete2026-09-28
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deleteJessica T. DeCuir-Gunby; Paul A. Schutz; Saba L. Modaressi
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Culture and school belonging: Towards a global research agenda文化与学校归属感：迈向全球研究议程
deleteEducational Psychology Review
IF8.8
delete2026-09-24
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deleteRonnel B. King; Faming Wang
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Community, Children, Child: New Directions for Equitable Delivery Of High-Quality Early Childhood Education and Care (ECEC)社区、儿童、孩子：实现高质量早期儿童教育与发展（ECEC）公平供给的新方向
deleteEducational Psychology Review
IF8.8
delete2026-09-17
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deleteSamantha Bly; Sandy Houen; Sally Staton; Karen Thorpe
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Worked Examples and Transfer: An Integrative Review, Design Framework, and Practitioner Checklist实例与迁移：综合述评、设计框架和实践者检查清单
deleteEducational Psychology Review
IF8.8
delete2026-09-11
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deleteLouis Bourgaux; André Tricot; Fred Paas
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