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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 39, 2019 - Issue 2
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Editorial

A fundamental quest in educational psychology: how to explain learning and engagement?

References

  • Chen, O., Retnowati, E., & Kalyuga, S. (2019). Effects of worked examples on step performance in solving complex problems. Educational Psychology, 39(2), 189–203.
  • Chow, W.-Y. B. (2019). Analytic character learning in Chinese children: Evidence from associative pseudocharacter learning paradigm. Educational Psychology, 39(2), 224–236.
  • Hoang, N., Holopainen, L., & Siekkinen, M. (2019). Children’s classroom engagement and disaffection in Vietnamese kindergartens. Educational Psychology, 39(2), 255–271.
  • Luo, W., Liem, G. A. D., & Lee, K. (2019). Implicit beliefs of ability and maladaptive learning: Does self-efficacy matter? Educational Psychology, 39(2), 154–169.
  • Stiglbauer, B., & Zuber, J. (2019). On the relationship between regulatory focus and response bias in multiple-choice exams. Educational Psychology, 39(2), 204–223.
  • Zhang, J., Dong, Z., & Yang, X. (2019). The predictors of academic interest: Fluid intelligence, openness, and their interaction. Educational Psychology, 39(2), 272–290.
  • Zhang, Q., & Du, X. (2019). Tracing worked examples: Effects on learning in geometry. Educational Psychology, 39(2), 170–188.
  • Zhao, W., Song, Y., Zhang, R., & Zhao, Q. (2019). The effect of teacher support on primary school students’ reading engagement: The mediating role of reading interest and Chinese academic 1self-concept. Educational Psychology, 39(2), 237–254.

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