Citations (75)
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Avi Kaplan. (2023) A framework for approaching policy-oriented educational psychology research. Educational Psychologist 58:4, pages 229-243.
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DeLeon L. Gray, Alexandra A. Lee, Brooke Harris-Thomas, Joanna N. Ali & Kia J. Allah. (2023) Communally engaged educational psychology: A philosophy of engagement. Educational Psychologist 58:4, pages 261-277.
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Kristy A. Robinson. (2023) Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates. Educational Psychologist 58:2, pages 92-110.
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Shubina Tatiana, Järvenoja Hanna, Mänty Kristiina, Peltonen Jouni & Järvelä Sanna. (2022) The Changes in Lower Secondary School Students’ Interest During Collaborative Learning. Scandinavian Journal of Educational Research 66:7, pages 1127-1140.
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Karlyn R. Adams-Wiggins & Julia S. Dancis. (2022) Marginality in inquiry-based science learning contexts: the role of exclusion cascades. Mind, Culture, and Activity 29:4, pages 356-373.
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Kristie J. Newton, Amanda Jansen & Peter Puleo. (2022) Elements of instruction that motivate students with learning disabilities to learn fractions. Mathematical Thinking and Learning 0:0, pages 1-20.
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Yongjun Lee, Bong Gee Jang & Kristin Conradi Smith. (2021) A Systematic Review of Reading Engagement Research: What Do We Mean, What Do We Know, and Where Do We Need to Go?. Reading Psychology 42:5, pages 540-576.
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Susan Bobbitt Nolen. (2020) Challenging research norms in educational psychology. Educational Psychologist 55:4, pages 267-272.
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Tanner Vea. (2020) The learning of emotion in/as sociocultural practice: The case of animal rights activism. Journal of the Learning Sciences 29:3, pages 311-346.
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Kylie Peppler & Anna Keune. (2019) “It helps create and enhance a community”: Youth motivations for making portfolios. Mind, Culture, and Activity 26:3, pages 234-248.
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Hanna Järvenoja, Jonna Malmberg, Sanna Järvelä, Piia Näykki & Heikki Kontturi. (2019) Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom. Learning: Research and Practice 5:1, pages 4-23.
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Ellen L. Usher. (2018) Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance. Educational Psychologist 53:2, pages 131-144.
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Tim Urdan & Kathryn Bruchmann. (2018) Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology. Educational Psychologist 53:2, pages 114-130.
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Revathy Kumar, Akane Zusho & Rhonda Bondie. (2018) Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures. Educational Psychologist 53:2, pages 78-96.
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DeLeon L. Gray, Elan C. Hope & Jamaal S. Matthews. (2018) Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures. Educational Psychologist 53:2, pages 97-113.
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Clark A. Chinn. (2016) Outgoing Editor's Statement: A Perspective on EP and Debates in Education. Educational Psychologist 51:1, pages 3-6.
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James G. Greeno. (2015) Commentary: Some Prospects for Connecting Concepts and Methods of Individual Cognition and of Situativity. Educational Psychologist 50:3, pages 248-251.
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Julianne C. Turner & Susan Bobbitt Nolen. (2015) Introduction: The Relevance of the Situative Perspective in Educational Psychology. Educational Psychologist 50:3, pages 167-172.
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Ji Hong, Dionne Cross Francis & Paul A. Schutz. Reconceptualizing teacher identity development. Educational Psychologist 0:0, pages 1-18.
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Zoe Maj Sander, Eva Bosch & Birgit Spinath. Motivational Development and Learning Success in Regular Semesters and Distance Semesters Under Pandemic Conditions in an Educational Psychology Lecture Course. The Journal of Experimental Education 0:0, pages 1-24.
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Sara Jones. (2023) Black Girls’ Reading Motivations: Centering Their Perspectives and Experiences to Redefine a Hegemonic Construct. Urban Education 59:5, pages 1295-1331.
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Enrico Ripamonti. (2023) School-to-work transition: putting non-cognitive skills in context. The case of NEET and suggestions for policy. International Journal for Educational and Vocational Guidance.
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Morris Gellisch, Thorsten Schäfer, Imadeldin Yahya, Matthias Joswig, Xin Cheng, Gabriela Morosan-Puopolo & Beate Brand-Saberi. (2023) Rethinking Learning Experience: How Generally Perceived Life Stress Influences Students’ Course Perceptions in Different Learning Environments. European Journal of Investigation in Health, Psychology and Education 13:8, pages 1491-1504.
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