| Cognitive Architecture and Instructional Design: 20Years Later |
70 |
| What Schools Need to Know About Fostering School Belonging: a Meta-analysis |
39 |
| Associations Between Language and Problem Behavior: a Systematic Review and Correlational Meta-analysis |
23 |
| Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills |
20 |
| Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices |
20 |
| The Role of Executive Functions in Reading Comprehension |
19 |
| Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis |
17 |
| Four Ways of Considering Emotion in Cognitive Load Theory |
17 |
| Studying and Constructing Concept Maps: a Meta-Analysis |
17 |
| A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout |
16 |
| The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis |
15 |
| Differentiating Different Types of Cognitive Load: a Comparison of Different Measures |
15 |
| Process Account of Curiosity and Interest: A Reward-Learning Perspective |
14 |
| Theory of Mind: a Hidden Factor in Reading Comprehension? |
14 |
| A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education |
14 |
| Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review |
13 |
| Systems View of School Climate: a Theoretical Framework for Research |
13 |
| Chinese Education Examined via the Lens of Self-Determination |
13 |
| Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis |
13 |
| Inducing Self-Explanation: a Meta-Analysis |
11 |
| Spatial Contiguity and Spatial Split-Attention Effects in Multimedia Learning Environments: a Meta-Analysis |
11 |
| Drawing Boundary Conditions for Learning by Drawing |
11 |
| How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014) |
11 |
| A Meta-Analysis of Perfectionism and Academic Achievement |
11 |
| Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect |
11 |
| Do Friendships Afford Academic Benefits? A Meta-analytic Study |
10 |
| Teachers' and Students' Belief Systems About the Self-Regulation of Learning |
10 |
| Homo Curious: Curious or Interested? |
10 |
| Active on Facebook and Failing at School? Meta-Analytic Findings on the Relationship Between Online Social Networking Activities and Academic Achievement |
9 |
| Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis |
9 |
| Cognitive Load as Motivational Cost |
9 |
| What College Instructors Can Do About Student Cyber-slacking |
9 |
| The Role of School in Adolescents' Identity Development. A Literature Review |
8 |
| Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content |
8 |
| Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students' Reading Fluency and Comprehension |
8 |
| Antecedents and Consequences of Teachers' Emotional Labor: a Systematic Review and Meta-analytic Investigation |
8 |
| The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review |
7 |
| A Meta-analysis of the Segmenting Effect |
7 |
| Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory |
7 |
| Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading |
7 |
| A Meta-Analysis of Negative Feedback on Intrinsic Motivation |
7 |
| The Psychometric Modeling of Scientific Reasoning: a Review and Recommendations for Future Avenues |
6 |
| Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research |
6 |
| The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect |
6 |
| Cognitive Load Theory and Time Considerations: Using the Time-Based Resource Sharing Model |
6 |
| A Case for Domain-Specific Curiosity in Mathematics |
5 |
| Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research |
5 |
| Envisioning a Culturally Imaginative Educational Psychology |
5 |
| Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis |
5 |
| Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis |
5 |
