Editorial

References

• Aryadoust, V. (2016). Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology, 36, 1742–1770.
   Web of Science ®Google Scholar
• Aryadoust, V., & Baghaei, P. (2016). Does EFL readers’ lexical and grammatical knowledge predict their reading ability? Insights from a perceptron artificial neural network study. Educational Assessment, 21, 135–156.10.1080/10627197.2016.1166343
   Web of Science ®Google Scholar
• Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Retrieved from http://www.nuffieldfoundation.org/sites/default/files/files/beyond_blackbox.pdf
   Google Scholar
• Blayney, P., Kalyuga, S., & Sweller, J. (2016). The impact of complexity on the expertise reversal effect: Experimental evidence from testing accounting students. Educational Psychology, 36, 1868–1885.
   Web of Science ®Google Scholar
• Erzen, E., & Odacı, H. (2016). The effect of the attachment styles and self-efficacy of adolescents preparing for university entrance tests in Turkey on predicting test anxiety. Educational Psychology, 36, 1728–1741.
   Web of Science ®Google Scholar
• Genlott, A. A., & Grönlund, Å. (2016). Closing the gaps – Improving literacy and mathematics by ICT-enhanced collaboration. Computers & Education, 99, 68–80.10.1016/j.compedu.2016.04.004
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.2307/4624888
   Web of Science ®Google Scholar
• Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62.10.1016/j.edurev.2015.12.002
   Web of Science ®Google Scholar
• Klapp, A., Cliffordson, C., & Gustafsson, J.-E. (2016). The effect of being graded on later achievement: Evidence from 13-year olds in Swedish compulsory school. Educational Psychology, 36, 1771–1789.
   Web of Science ®Google Scholar
• Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2016). ‘Sink or swim’: Buoyancy and coping in the cognitive test anxiety – Academic performance relationship. Educational Psychology, 36, 1807–1825.
   Web of Science ®Google Scholar
• Ringeisen, T., Raufelder, D., Schnell, K., & Rohrmann, S. (2016). Validating the proposed structure of the relationships among test anxiety and its predictors based on control-value theory: Evidence for gender-specific patterns. Educational Psychology, 36, 1826–1844.
   Web of Science ®Google Scholar
• Sæle, R. G., Sørlie, T., Nergård-Nilssen, T., Ottosen, K. O., Bjørnskov Goll, C., & Friborg, O. (2016). Demographic and psychological predictors of grade point average (GPA) in North-Norway: A particular analysis of cognitive school-related and literacy problems. Educational Psychology, 36, 1886–1907.
   Web of Science ®Google Scholar
• Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84.10.1016/j.edurev.2016.05.002
   Web of Science ®Google Scholar
• Stenlund, T., Sundström, A., & Jonsson, B. (2016). Effects of repeated testing on short- and long-term memory performance across different test formats. Educational Psychology, 36, 1710–1727.
   Web of Science ®Google Scholar
• Walker, A., Lee, M., & Bryant, D. A. (2016). Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ). Educational Psychology, 36, 1845–1867.
   Web of Science ®Google Scholar
• Welk, G. J. (1999). The youth physical activity promotion model: A conceptual bridge between theory and practice. Quest, 51, 5–23.10.1080/00336297.1999.10484297
   Web of Science ®Google Scholar
• Zhang, L.-F. (2016). An alternative form of the Defense Mechanisms Inventory: Assessing Chinese university students. Educational Psychology, 36, 1790–1806.
   Web of Science ®Google Scholar