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Louise David; Felicitas Biwer; Martine Baars; Lisette Wijnia; Fred Paas; Anique de Bruin – Educational Psychology Review, 2024
Accurately monitoring one's learning processes during self-regulated learning depends on using the right cues, one of which could be perceived mental effort. A meta-analysis by Baars et al. (2020) found a negative association between mental effort and monitoring judgments (r = -0.35), suggesting that the amount of mental effort experienced during…
Descriptors: Correlation, Outcomes of Education, Metacognition, Meta Analysis
Shixu Yan; Zhiyi Liu; Peng Peng; Ni Yan – Educational Psychology Review, 2024
Externalizing behavior and low academic performance present key developmental challenges for school-age children, with the potential for these domains to predict each other over time, leading to worsened outcomes. Yet, previous studies have yielded inconsistent conclusions about the directional pathways between externalizing behaviors and academic…
Descriptors: Child Behavior, Academic Achievement, Attention Control, Behavior Problems
Follmer, D. Jake – Educational Psychologist, 2018
This article presents a meta-analytic review of the relation between executive function and reading comprehension. Results (N = 6,673) supported a moderate positive association between executive function and reading comprehension (r = 0.36). Moderator analyses suggested that correlations between executive function and reading comprehension did not…
Descriptors: Executive Function, Reading Comprehension, Meta Analysis, Correlation
Göncz, Lajos – Diaspora, Indigenous, and Minority Education, 2020
How does multilingualism affect thinking and behavior? Recent findings demonstrate that multilingualism influences executive functioning, as well as personality traits and dimensions. Concordant outcomes show that multilingual individuals are more likely to be successful at inhibiting certain types of conduct (e.g., impulsivity) than monolinguals.…
Descriptors: Multilingualism, Language Maintenance, Personality Traits, Executive Function
Jacob, Robin; Parkinson, Julia – Review of Educational Research, 2015
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between…
Descriptors: Intervention, Executive Function, Academic Achievement, Reading Achievement
Adesope, Olusola O.; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles – Review of Educational Research, 2010
A number of studies have documented the cognitive outcomes associated with bilingualism. To gain a clear understanding of the extent and diversity of these cognitive outcomes, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Data from 63 studies (involving 6,022 participants) were extracted…
Descriptors: Metalinguistics, Outcomes of Education, Short Term Memory, Effect Size