The DOI matches its Crossref record; 162 of the 162 references it cites were found in a registry or an index.
The Psychology of Academic Achievement
Abstract
Educational psychology has generated a prolific array of findings about factors that influence and correlate with academic achievement. We review select findings from this voluminous literature and identify two domains of psychology: heuristics that describe generic relations between instructional designs and learning, which we call the psychology of “the way things are,” and findings about metacognition and self-regulated learning that demonstrate learners selectively apply and change their use of those heuristics, which we call the psychology of “the way learners make things.” Distinguishing these domains highlights a need to marry two approaches to research methodology: the classical approach, which we describe as snapshot, bookend, between-group experimentation; and a microgenetic approach that traces proximal cause-effect bonds over time to validate theoretical accounts of how learning generates achievements. We argue for fusing these methods to advance a validated psychology of academic achievement.
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Cites
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Cited by
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003
(2013) · Cited by 834
Accuracy of teachers' judgments of students' academic achievement: A meta-analysis
Südkamp, A., Kaiser, J., & Möller, J. (2012) · Journal of Educational Psychology · doi:10.1037/a0027627 · Cited by 696
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students
Madigan, D. J., & Curran, T. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09533-1 · Cited by 499
Metadata
- Authors
- Winne, P. H., & Nesbit, J. C.
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2010-01-01
- Volume
- 61
- Issue
- 1
- Pages
- 653-678
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- OpenAlex
- W2147881997
- Cited by
- 286
- References
- 162
- FWCI
- 2.59
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
