References
- Bromme, R., & Goldman, S. R. (2014). The public's bounded understanding of science. Educational Psychologist, 49(2), 59–69. doi:10.1080/00461520.2014.921572
- Chinn, C. A. (2011). Editor’s statement. Educational Psychologist, 46(1), 3–5. doi:10.1080/00461520.2011.539063
- DeCuir-Gunby, J. T., & Schutz, P. A. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49(4), 244–260. doi:10.1080/00461520.2014.957828
- Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. doi:10.1207/s15326985ep3403_3
- Hodis, F. A., & Hancock, G. R. (2016). Introduction to the special issue: Advances in quantitative methods to further research in education and educational psychology. Educational Psychologist, 51(3–4), 301–304. doi:10.1080/00461520.2016.1208750
- Hofer, B. K. (2017). Shaping the epistemology of teacher practice through reflection and reflexivity. Educational Psychologist, 52(4), 299–306. doi:10.1080/00461520.2017.1355247
- Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1
- Turner, J. C., & Nolen, S. B. (2015). Introduction: The relevance of the situative perspective in educational psychology. Educational Psychologist, 50(3), 167–172. doi:10.1080/00461520.2015.1075404
- Usher, E. L. (2018). Acknowledging the whiteness of motivation research: Seeking cultural relevance. Educational Psychologist, 53(2), 131–144. doi:10.1080/00461520.2018.1442220
- Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133. doi:10.1207/s15326985ep3902_3
- Wentzel, K. R. (2016). Editor’s statement. Educational Psychologist, 51(1), 1–2. doi:10.1080/00461520.2015.1114890