All Stories

  1. What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.
  2. Leveraging complexity frameworks to refine theories of engagement: Advancing self‐regulated learning in the age of artificial intelligence
  3. Can we measure STEM student motivation consistently across time and does it predict learning?
  4. How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?
  5. The impact of trauma-informed design on psychological well-being in homeless shelters.
  6. Examining the effects of quality talk discussions on 4th- and 5th-grade students’ high-level comprehension of text
  7. Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work
  8. What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
  9. Effects of an ego-depletion intervention upon online learning
  10. Examining the critical role of evaluation and adaptation in self-regulated learning
  11. Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
  12. High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
  13. Socially shared metacognition in a project-based learning environment: A comparative case study
  14. The effect of epistemic cognition interventions on academic achievement: A meta-analysis.
  15. Modeling temporal self-regulatory processing in a higher education biology course
  16. Socioemotional regulation strategies in a project-based learning environment
  17. Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer
  18. Using a design-based research approach to develop and study a web-based tool to support collaborative learning
  19. Psychological foundations of emerging technologies for teaching and learning in higher education
  20. A Model of Technology Incidental Learning Effects
  21. An exploration of social regulation of learning during scientific argumentation discourse
  22. Building upon synergies among self-regulated learning and formative assessment research and practice
  23. The Promise of Noncognitive Factors for Underrepresented College Students
  24. Don’t Take It Personally? The Role of Personal Relevance in Conceptual Change
  25. Dynamic measurement: A theoretical–psychometric paradigm for modern educational psychology
  26. Coeditors’ statement
  27. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education
  28. Towards convergence of mobile and psychological theories of learning
  29. Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer
  30. Effects of a Science of Learning Course on College Students’ Learning With a Computer
  31. Call for ACTion
  32. Fostering creative performance in art and design education via self-regulated learning
  33. Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity
  34. Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions
  35. Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension
  36. A meta-analytic review of the relationship between epistemic cognition and academic achievement.
  37. Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science
  38. Automated Scoring of Students’ Small-Group Discussions to Assess Reading Ability
  39. Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension
  40. Handbook of Self-Regulation of Learning and Performance
  41. Monitoring and depth of strategy use in computer-based learning environments for science and history
  42. Self-Regulation in Education
  43. Enriching Students’ Scientific Thinking Through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk
  44. Understanding and Promoting Thinking About Knowledge
  45. Handbook of Epistemic Cognition
  46. Educating Critical Thinkers
  47. Are There Linguistic Markers of Suicidal Writing That Can Predict the Course of Treatment? A Repeated Measures Longitudinal Analysis
  48. Domain-specificity of self-regulated learning processing in science and history
  49. Predictors of Retention and Achievement in a Massive Open Online Course
  50. Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains
  51. Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse
  52. An investigation of the role of contingent metacognitive behavior in self-regulated learning
  53. Measuring critical components of digital literacy and their relationships with learning
  54. Modeling and measuring epistemic cognition: A qualitative re-investigation
  55. Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic
  56. Examining epistemic frames in conceptual change research: implications for learning and instruction
  57. Analysis of self-regulated learning processing using statistical models for count data
  58. Self-regulation of learning with computer-based learning environments
  59. Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment
  60. The Role of Epistemic Beliefs in Students’ Self-Regulated Learning With Computer-Based Learning Environments: Conceptual and Methodological Issues
  61. The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
  62. Epistemic and Ontological Cognition Questionnaire
  63. Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level.
  64. Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning
  65. Collegiate faculty expectations regarding students’ epistemic and ontological cognition and the likelihood of academic success
  66. The Wisdom Development Scale: Further Validity Investigations
  67. Clinical Improvements of Suicidal Outpatients: Examining Suicide Status Form Responses as Predictors and Moderators
  68. A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system
  69. Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis
  70. Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions
  71. Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia
  72. The effect of a human agent’s external regulation upon college students’ hypermedia learning
  73. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?
  74. A Theoretical Review of Winne and Hadwin's Model of Self-Regulated Learning: New Perspectives and Directions
  75. The Wisdom Development Scale: Translating the Conceptual to the Concrete
  76. Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia
  77. Longitudinal Study of Argumentation and Epistemic Cognition During High School Science Discussions
  78. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition
  79. Assessing Self-Regulated Learning Using Think-Aloud Methods
  80. An Experimental Comparison of Self-Regulated Learning Processing Across Academic Domains