Effects of Genre and Content Knowledge on Historical Thinking With Academically Diverse High School Students - Daniel R Wissinger, California University of Pennsylvania; Susan De La Paz, University of Maryland

Examining History Textbooks: Are Texts More “Considerate” After 20 Years? - Sheri Berkeley, George Mason University; Peggy King-Sears, George Mason University; Brittany Lynn Hott, Texas A&M University - Commerce; Katherine Bradley-Black, George Mason University

The Effects of Relevance Instructions on Immediate and Delayed Recall and Comprehension of Expository Text - Vivian Lee Surwill, University of Nevada - Las Vegas; CarolAnne M. Kardash, University of Nevada - Las Vegas

Akane Zusho, Fordham University

Comparing Students’ Achievement Goal Responses to Open-Ended and Likert-Type Survey Questions - Minhye Lee, Korea University; Sun Kyung Lee, Korea University; Sung-Il Kim, Korea University; Mimi Bong, Korea University

Multidimensional Assessment of Chinese Students’ Learning Motivations: A Validation Study Using Inventory of School Motivation - Feifei Li, Educational Testing Service; Douglas F. Kauffman, University of Nebraska - Lincoln

Sources of Self-Efficacy Scale for High School Students: A Validation Study - Hyun Seon Ahn, Korea University - Brain and Motivation Research Institute