| Adding immersive virtual reality to a science lab simulation causes more presence but less learning |
55 |
| Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences |
27 |
| Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship |
25 |
| Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects |
19 |
| Student emotions in class: The relative importance of teachers and their interpersonal relations with students |
18 |
| Interpersonal adaptation in teacher-student interaction |
17 |
| Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions |
17 |
| Reciprocal relations between students' academic enjoyment, boredom, and achievement over time |
14 |
| University students' need satisfaction trajectories: A growth mixture analysis |
13 |
| Strengthening networks: A social network intervention among higher education teachers |
13 |
| The relationship between inquiry-based teaching and students' achievement. New evidence from a longitudinal PISA study in England |
11 |
| Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? |
10 |
| Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs |
10 |
| Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy |
10 |
| Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment |
10 |
| More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science |
10 |
| The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts |
10 |
| Quality of educational dialogue and association with students' academic performance |
9 |
| Task-irrelevant data impair processing of graph reading tasks: An eye tracking study |
9 |
| Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support |
9 |
| Effects of teaching concept mapping using practice, feedback, and relational framing |
9 |
| Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data |
9 |
| Learning by arguing |
9 |
| Learning more from feedback: Elaborating feedback with examples enhances concept learning |
8 |
| Do those who talk more learn more? The relationship between student classroom talk and student achievement |
8 |
| Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect |
8 |
| Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? |
8 |
| Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing |
8 |
| Science for all: Boosting the science motivation of elementary school students with utility value intervention |
7 |
| Good-vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty |
7 |
| Testing the internal/external frame of reference model of academic achievement and academic self-concept with open self-concept reports |
7 |
| Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school |
7 |
| Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test |
7 |
| Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge |
7 |
| Effects of prior knowledge on collaborative and individual learning |
7 |
| Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology |
7 |
| Achievement or agreement - Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures |
7 |
| Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic |
6 |
| Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just |
6 |
| Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement |
6 |
| Inauthentic expressions of enthusiasm: Exploring the cost of emotional dissonance in teachers |
6 |
| Individual differences in the development of scientific thinking in kindergarten |
6 |
| Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension |
6 |
| When generating a prediction boosts learning: The element of surprise |
6 |
| Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations |
6 |
| Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis |
6 |
| Teachers' viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland |
5 |
| Teacher judgment accuracy regarding students' self-concepts: Affected by social and dimensional comparisons? |
5 |
| Multimedia in the wild: Testing the validity of multimedia learning principles in an art exhibition |
5 |
| Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills? |
5 |
