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Diversity for Truth: Reply to Jussim, Stanovich, and Stroebe Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Bernhard Hommel
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Papers Involved in the December 2022 APS Vote of No Confidence in the Editor-in-Chief of Perspectives on Psychological Science Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Wendy Wood, Randi Martin, Alison Gopnik, Robert Gropp
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Toward a Psychology of Ideas Rather Than Demographics: Commentary on Hommel (2024) Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Keith E. Stanovich
The public will rightly not value a science that is more concerned with demographic population matching than with ideas. Taking further steps in the direction of identity politics will reduce public confidence in psychology’s conclusions and reduce trust and respect. If psychology embraces demographic quotas, there will be self-selection out of the discipline, and that self-selection will harm our
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Diversity Is Diverse: Social Justice Reparations and Science Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Lee Jussim
Because the term “diversity” has two related but different meanings, what authors mean when they use the term is inherently unclear. In its broad form, it refers to vast variety. In its narrow form, it refers to human demographic categories deemed deserving of special attention by social justice–oriented activists. In this article, I review Hommel’s critique of Roberts et al. (2020), which, I suggest
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Dealing With Diversity in Psychology: Science and Ideology Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Steven Othello Roberts
In the spirit of America’s Shakespeare, August Wilson (1997), I have written this article as a testimony to the conditions under which I, and too many others, engage in scholarly discourse. I hope to make clear from the beginning that although the ideas presented here are not entirely my own—as they have been inherited from the minority of scholars who dared and managed to bring the most necessary
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Dealing With Diversity in Psychology: Science or Ideology? Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Bernhard Hommel
The increasing use of political activist arguments and reasoning in scientific communication about diversity is criticized. Based on an article of Roberts et al. (2020) on “racial inequality in psychological research,” three hallmarks of the intrusion of activist thinking into science are described: blindness to the multidimensional nature of diversity, the failure to distinguish psychological mechanisms
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The Myth of the Need for Diversity Among Subjects in Theory-Testing Research: Comments on “Racial Inequality in Psychological Research” by Roberts et al. (2020) Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-23 Wolfgang Stroebe
Roberts and colleagues focus on two aspects of racial inequality in psychological research, namely an alleged underrepresentation of racial minorities and the effects attributed to this state of affairs. My comment focuses only on one aspect, namely the assumed consequences of the lack of diversity in subject populations. Representativeness of samples is essential in survey research or applied research
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The Burden for High-Quality Online Data Collection Lies With Researchers, Not Recruitment Platforms Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-22 Christine Cuskley, Justin Sulik
A recent article in Perspectives on Psychological Science (Webb & Tangney, 2022) reported a study in which just 2.6% of participants recruited on Amazon’s Mechanical Turk (MTurk) were deemed “valid.” The authors highlighted some well-established limitations of MTurk, but their central claims—that MTurk is “too good to be true” and that it captured “only 14 human beings . . . [out of] N = 529”—are radically
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How Can Debiasing Research Aid Efforts to Reduce Discrimination? Pers. Soc. Psychol. Rev. (IF 10.8) Pub Date : 2024-04-22 Jordan Axt, Jeffrey To
Academic AbstractUnderstanding and reducing intergroup discrimination is at the forefront of psychological research. However, efforts to find flexible, scalable, and durable interventions to reduce discrimination have produced only mixed results. In this review, we highlight one potential avenue for developing new strategies for addressing discrimination: adapting prior research on debiasing—the process
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An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary
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A Theory of Knowledge Revision: the Development of the KReC Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Panayiota Kendeou
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and
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New Insights on Expert Opinion About Eyewitness Memory Research Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-04-18 Travis M. Seale-Carlisle, Adele Quigley-McBride, Jennifer E. F. Teitcher, William E. Crozier, Chad S. Dodson, Brandon L. Garrett
Experimental psychologists investigating eyewitness memory have periodically gathered their thoughts on a variety of eyewitness memory phenomena. Courts and other stakeholders of eyewitness research rely on the expert opinions reflected in these surveys to make informed decisions. However, the last survey of this sort was published more than 20 years ago, and the science of eyewitness memory has developed
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The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-14 M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris
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The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-11 Hyun Jin Kim, Yuyi Park, Jihyun Lee
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The association between quality of therapeutic alliance and treatment outcomes in teletherapy: A systematic review and meta-analysis Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-12 Katie Aafjes-van Doorn, Daniel S. Spina, Sarah J. Horne, Vera Békés
The strength of the therapeutic alliance is widely understood to impact treatment outcomes, however, the alliance-outcome relationship in teletherapy has remained relatively unexamined. The aim of this meta-analysis is to systematically summarize the relationship between therapeutic alliance and treatment outcomes in teletherapy with adult patients conducted via videoconferencing or telephone. We conducted
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Basic processes and clinical applications of mental imagery in worry: A systematic review Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-11 Lauren Stavropoulos, David D.J. Cooper, Sophie M. Champion, Luke Keevers, Jill M. Newby, Jessica R. Grisham
In this systematic review, we aimed to synthesise existing research on the phenomenology of mental imagery among high worriers compared to healthy individuals, and to characterise the nature and effectiveness of existing imagery-related interventions in treatment of worry. PsycInfo, CENTRAL, EMBASE, Medline, Medline Epub, and PubMed were searched for studies examining the relationship between worry/GAD
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Adjustment and homesickness in hospitalised children: A systematic review Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-10 Eleni Andrea Demetriou, Kelsie Anne Boulton, Michael Russell Bowden, Adam John Guastella
Children can experience significant distress during hospitalisation, as a result of the treatment process and due to psychosocial factors impacting their adjustment to the hospital environment. Such factors can contribute to negative outcomes for the child. Despite this, limited research focus has been placed on understanding the psychosocial factors that contribute to a child's distress to inform
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Examining domains of psychological flexibility and inflexibility as treatment mechanisms in acceptance and commitment therapy: A comprehensive systematic and meta-analytic review Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-10 Jenna A. Macri, Ronald D. Rogge
The current systematic and meta-analytic review sought to integrate a growing number of studies examining dimensions of psychological flexibility as treatment mechanisms for Acceptance and Commitment Therapy (ACT). Analyses of 77 records (67 unique studies; N = 9123 participants) from comprehensive searches of multiple databases suggested that ACT interventions led to reduced inflexibility (i.e., lowered
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Modifiable parental factors associated with the mental health of youth from immigrant families in high-income countries: A systematic review and meta-analysis Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-09 Sunita Bayyavarapu Bapuji, Ashlyn Hansen, Miriam H. Marembo, Patrick Olivier, Marie Bee Hui Yap
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-06 Yael Sidi, Rakefet Ackerman
When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite
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Cultural challenges for adapting behavioral intervention frameworks: A critical examination from a cultural psychology perspective Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-04-06 Ronald Fischer, Yuki Bailey, Megha Shankar, Nadia Safaeinili, Johannes A. Karl, Adam Daly, Finley Ngarangi Johnson, Taylor Winter, Hitaua Arahanga-Doyle, Ririwai Fox, Amina Abubakar, Donna Michelle Zulman
We introduce the bias and equivalence framework to highlight how concepts, methods, and tools from cultural psychology can contribute to successful cultural adaptation and implementation of behavioral interventions. To situate our contribution, we provide a review of recent cultural adaptation research and existing frameworks. We identified 68 different frameworks that have been cited when reporting
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Reflecting on decades of teacher expectations and teacher effectiveness research: considerations for current and future research Educ. Psychol. (IF 8.209) Pub Date : 2024-03-27 Thomas L. Good
This article reviews over 50 years of research on teacher expectations and teacher effectiveness. In addition to describing these research traditions and findings, I tie the research in these evolv...
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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-27 Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos
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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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A Theoretical Model of Victimization, Perpetration, and Denial in Mass Atrocities: Case Studies From Indonesia, Cambodia, East Timor, and Myanmar Pers. Soc. Psychol. Rev. (IF 10.8) Pub Date : 2024-03-23 Idhamsyah Eka Putra, Any Rufaedah, Haidar Buldan Thontowi, Annie Pohlman, Winnifred Louis
Academic AbstractThe present article discusses victimization, perpetration, and denial in mass atrocities, using four recent case studies from Southeast Asia. The four cases include Indonesia (in which hundreds of thousands died in anti-Communist violence), Cambodia (in which the Khmer Rouge killed more than one million civilians), East Timor (in which more than one hundred thousand civilians died
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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-19 Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu
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The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis Educ. Psychol. (IF 8.209) Pub Date : 2024-03-14 Canmei Xu, Mariëtte Huizinga, Daniale Tekelia Ekubagewargies, Justine Soetaert, Wim Van Den Noortgate, Dieter Baeyens
Executive function (EF) is critical to students’ academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF develop...
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“When” Versus “Whether” Gender/Sex Differences: Insights From Psychological Research on Negotiation, Risk-Taking, and Leadership Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-03-18 Hannah R. Bowles, Jens Mazei, Heidi H. Liu
We present a conceptual framework of situational moderators of gender/sex effects in negotiation, risk-taking, and leadership—three masculine-stereotypic domains associated with gender/sex gaps in pay and authority. We propose that greater situational ambiguity and higher relevance and salience of gender/sex increase the likelihood of gender/sex-linked behaviors in these domains. We argue that greater
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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-13 Andreas Lachner, Leonie Sibley, Salome Wagner
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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-12 Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki
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Beyond Trolleyology: The CNI Model of Moral-Dilemma Responses Pers. Soc. Psychol. Rev. (IF 10.8) Pub Date : 2024-03-13 Bertram Gawronski, Nyx L. Ng
A large body of research has investigated responses to artificial scenarios (e.g., trolley problem) where maximizing beneficial outcomes for the greater good (utilitarianism) conflicts with adherence to moral norms (deontology). The CNI model is a computational model that quantifies sensitivity to consequences for the greater good ( C), sensitivity to moral norms ( N), and general preference for inaction
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Measurement properties of tools used to assess self-harm in autistic and general population adults Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-03-12 Victoria Newell, Ellen Townsend, Caroline Richards, Sarah Cassidy
Autistic people are at increased risk of experiencing self-harm compared to the general population. However, it is unclear which tools are being used to assess self-harm in autistic people, or whether existing tools need to be adapted for this group. This two-stage systematic review aimed to identify tools used to assess self-harm in autistic and general population adults, evaluate these tools on their
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To what extent are psychological variables considered in the study of risk and protective factors for suicidal thoughts and behaviours in individuals with cancer? A systematic review of 70 years of research Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-03-11 Mareike Ernst, Tamara Schwinn, Judith Hirschmiller, Seonaid Cleare, Kathryn A. Robb, Elmar Brähler, Rüdiger Zwerenz, Jörg Wiltink, Rory C. O'Connor, Manfred E. Beutel
Psychological variables substantially shape the risk of suicidal thoughts and behaviours (STBs). However, it is unclear to what extent they are considered in individuals with cancer. We synthesized the quantitative research landscape concerning psychological risk/protective factors of STBs in the (psycho-) oncological context.
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A meta-analytic review of anger management activities that increase or decrease arousal: What fuels or douses rage? Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-03-11 Sophie L. Kjærvik, Brad J. Bushman
Anger is an unpleasant emotion that most people want to get rid of. Some anger management activities focus on decreasing arousal (e.g., deep breathing, mindfulness, meditation), whereas others focus on increasing arousal (e.g., hitting a bag, jogging, cycling). This meta-analytic review, based on 154 studies including 184 independent samples involving 10,189 participants, tested the effectiveness of
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Vulnerabilities in social anxiety: Integrating intra- and interpersonal perspectives Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-03-11 Rivkah Ginat-Frolich, Eva Gilboa-Schechtman, Jonathan D. Huppert, Idan M. Aderka, Lynn E. Alden, Yair Bar-Haim, Eni S. Becker, Amit Bernstein, Ronny Geva, Richard G. Heimberg, Stefan G. Hofmann, Todd B. Kashdan, Ernst H.W. Koster, Joshua Lipsitz, Jon K. Maner, David A. Moscovitch, Pierre Philippot, Ronald M. Rapee, Karin Roelofs, Thomas L. Rodebaugh, Franklin R. Schneier, Oliver C. Schultheiss, Ben
What are the major vulnerabilities in people with social anxiety? What are the most promising directions for translational research pertaining to this condition? The present paper provides an integrative summary of basic and applied translational research on social anxiety, emphasizing vulnerability factors. It is divided into two subsections: intrapersonal and interpersonal. The intrapersonal section
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Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-09 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-08 Bartlomiej Chrobak
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When People Do Allyship: A Typology of Allyship Action Pers. Soc. Psychol. Rev. (IF 10.8) Pub Date : 2024-03-09 Lucy De Souza, Toni Schmader
Academic AbstractDespite increased popular and academic interest, there is conceptual ambiguity about what allyship is and the forms it takes. Viewing allyship as a practice, we introduce the typology of allyship action which organizes the diversity of ways that advantaged individuals seek to support those who are disadvantaged. We characterize allyship actions as reactive (addressing bias when it
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Too Anecdotal to Be True? Mechanical Turk Is Not All Bots and Bad Data: Response to Webb and Tangney (2022) Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-03-07 Melissa G. Keith, Alexander S. McKay
In response to Webb and Tangney (2022) we call into question the conclusion that data collected on Amazon’s Mechanical Turk (MTurk) was “at best—only 2.6% valid” (p. 1). We suggest that Webb and Tangney made certain choices during the study-design and data-collection process that adversely affected the quality of the data collected. As a result, the anecdotal experience of these authors provides weak
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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-01
Abstract Computer-based simulations for learning offer affordances for advanced capabilities and expansive possibilities for knowledge construction and skills application. Virtual agents, when powered by artificial intelligence (AI), can be used to scaffold personalized and adaptive learning processes. However, a synthesis or a systematic evaluation of the learning effectiveness of AI-powered virtual
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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens
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Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28
Abstract Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Jessica T. DeCuir-Gunby, Paul A. Schutz
In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition
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Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Keiichi Kobayashi
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Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Reinhard Pekrun
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of
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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-27 Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus
This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of
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Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-24 Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
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Executive functioning in antisocial behavior: A multi-level systematic meta-analysis Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-02-23 Jochem Milan Jansen, Melanie Elisabeth Franse
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Recent Advances in Group-Based Trajectory Modeling for Clinical Research Annu. Rev. Clin. Psychol. (IF 18.4) Pub Date : 2024-02-21 Daniel S. Nagin, Bobby L. Jones, Jonathan Elmer
Group-based trajectory modeling (GBTM) identifies groups of individuals following similar trajectories of one or more repeated measures. The categorical nature of GBTM is particularly well suited to clinical psychology and medicine, where patients are often classified into discrete diagnostic categories. This review highlights recent advances in GBTM and key capabilities that remain underappreciated
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Meta-analysis of the implied distribution of callous-unemotional traits across sampling methods and informant Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-02-21 Arthur Kary, Caroline Moul
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Emotion regulation and emotion dysregulation in children and adolescents with Autism Spectrum Disorder: A meta-analysis of evaluation and intervention studies Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-02-21 Damián Restoy, Montserrat Oriol-Escudé, Teresa Alonzo-Castillo, María Magán-Maganto, Ricardo Canal-Bedia, Emiliano Díez-Villoria, Laura Gisbert-Gustemps, Imanol Setién-Ramos, María Martínez-Ramírez, Josep Antoni Ramos-Quiroga, Jorge Lugo-Marín
Children and adolescents with Autism Spectrum Disorder (ASD) often experience challenges in emotion regulation (ER) and emotion dysregulation (ED) which can interfere with their adaptive functioning. This study aimed to systematically review and meta-analyze the evidence on ER/ED in children and/or adolescents with ASD, examining its relationship with the following variables: internalizing and externalizing
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Post-traumatic growth correlates among parents of children with chronic illnesses: A systematic review and meta-analysis Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-02-21 Ofir Negri-Schwartz, Michal Lavidor, Tal Shilton, Doron Gothelf, Ilanit Hasson-Ohayon
Parenting a child with a chronic illness presents a complex journey marked by various challenges, along with possible personal growth following these challenges. In this systematic review we present three meta-analyses, in order to examine the associations of post-traumatic growth (PTG) among parents of children with diverse chronic illnesses, and psychological distress, social support, and resilience
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A systematic review and meta-synthesis on perspectives of autistic young people and their parents on psychological well-being Clin. Psychol. Rev. (IF 12.8) Pub Date : 2024-02-20 Kate Cooper, Sanjay Kumarendran, Manuela Barona
Autistic adolescents are at increased risk of developing mental health problems. Improving psychological well-being could reduce the likelihood of such problems developing. Research has tended to prioritise the voices of non-autistic people and has neglected to consult autistic young people themselves. Our meta-synthesis aimed to systematically review qualitative research on the perspectives of autistic
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Individual-Specific Animated Profiles of Mental Health Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-02-20 Sigal Zilcha-Mano
How important is the timing of the pretreatment evaluation? If we consider mental health to be a relatively fixed condition, the specific timing (e.g., day, hour) of the evaluation is immaterial and often determined on the basis of technical considerations. Indeed, the fundamental assumption underlying the vast majority of psychotherapy research and practice is that mental health is a state that can
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The Psychological Science of Pandemics: Contributions to and Recommendations for Social, Educational, and Health Policy Perspect. Psychol. Sci. (IF 12.6) Pub Date : 2024-02-20 Dolores Albarracin, Norbert Schwarz
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Hybridizing Psychological Theories: Weighing the Ends Against the Means Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-16 Patricia A. Alexander
In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that
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Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-15 Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel
The science of learning literature is filled with recommendations for strategies educators can use to increase effective and efficient learning. However, some believe that implementation has not been as robust as many have hoped. We believe more effective science communication is needed to increase the overall impact of science of learning research in education, but more data on the most effective
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Evolution of a Learning Theory: In Praise of Scientific Speculation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-14 Patricia A. Alexander, P. Karen Murphy
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist,