The concreteness of titles affects metacognition and study motivation Marie LippmannNeil H. SchwartzSusanne Narciss OriginalPaper 30 November 2018 Pages: 257 - 277
Effects of problem–example and example–problem pairs on gifted and nongifted primary school students’ learning Leonora C. CoppensVincent HoogerheideTamara van Gog Original Research Open access 01 April 2019 Pages: 279 - 297
Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study Floris M. van BlankensteinGabriela-Olivia TruțescuNadira Saab OriginalPaper Open access 28 February 2019 Pages: 299 - 318
High levels of cognitive and motivational contingency with increasing task complexity results in higher performance Anke WischgollChristine PauliKurt Reusser OriginalPaper 11 April 2019 Pages: 319 - 352
The effects of spacing patterns on incidental L2 vocabulary learning through reading with electronic glosses Ahmet ÇekiçArif Bakla OriginalPaper 27 March 2019 Pages: 353 - 371