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1. Anxiety and Children's Math Learning: Testing an Expressive Writing Intervention - Almaz Mesghina, University of Chicago; Lindsey E. Richland, University of Chicago
2. A Partnership to Detrack Mathematics at a Diverse, Urban High School - Richard Kitchen, University of Wyoming; Lolita A. Tabron, University of Denver; Brianna Mestas, Public Business and Education Coalition
3. Convergent Discursive Patterns in a Mathematical Discourse Community - Hee-Jeong Kim, Hongik University, South Korea; Woong Lim
4. Do Emotional Multimedia Designs Work for Everyone in Mathematics Learning? - Thomas Kin Fung Chiu, The Chinese University of Hong Kong
5. Effect of Automaticity on Mental Addition in Children: The Moderating Role of Working Memory - Yi Ding, Fordham University; Dake Zhang, Rutgers University; Ru-de Liu, Beijing Normal University; Jia Wang; Le Xu
6. Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued? - Jessica Heather Hunt, North Carolina State University; Juanita Maria Silva, Texas State University
7. Error Episodes in a Middle School Math Class - Christopher Leatherwood, Northwestern University School of Education and Social Policy Human Development and Social Policy
8. Examining the Social Aspects of the Greenhouse Effect Through Mathematics - Debasmita Basu, Montclair State University; Nicole Panorkou, Montclair State University
9. Math Superpowers: Attitude, Strategy Use, and Achievement - Laurie McNelles, Education Quality and Accountability Office
10. Mental Rotation, Vividness of Spatial Imagery, STEM Self-Efficacy, and Aphantasia - Anita Crowder, Virginia Commonwealth University
11. Rehumanizing Assessments in University Calculus II Courses - Kelly MacArthur, University of Utah
12. Shifts in Primary School Students' Mathematical Noticing When Analyzing With Numerical Equality - Viktor Freiman, University of Moncton; Asmund Gjere, University of Stavanger; Natalia Blank, University of Stavanger
13. Exploring Heterogeneity in the Relationship Between Reading Engagement and Reading Comprehension by Achievement Level - Kristia Wantchekon, Harvard University; James S. Kim, Harvard University
14. From Process to Product: Fostering the Literacy of Students With Intellectual Disabilities Through Reciprocal Teaching - Miriam Alfassi, Bar-Ilan University
15. Predicting Reading Growth Trajectories of Language-Minority Students: Effects of Parents' Home Language Input - Unhee Ju, Michigan State University; Eunsoo Cho, Michigan State University; Jackie Eunjung Relyea, Harvard University; Ina Choi, Michigan State University
16. The Interplay of Emotions and Working Memory Updating in Reading Comprehension Performance - Sonia Zaccoletti, Università degli Studi di Padova; Gianmarco Altoè, University of Padova; Lucia Mason, University of Padova
17. The Moderating Effects of the Use of Multiple Instructional Strategies on English Learners' Reading Performance - Jui-Teng Li, University of New Mexico; Fuhui Tong, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Hector H. Rivera, Texas A&M University - College Station
18. The Promise of a Technology-Based Early Language Comprehension Intervention (TELCI) for Students With Comprehension Difficulties - Panayiota Kendeou, University of Minnesota; Kristen L. McMaster, University of Minnesota; Soo-hyun Im, Teachers College, Columbia University; Susan Slater, University of Minnesota; The TeLCI Team, University of Minnesota - Twin Cities
19. What Works for Beginning Readers With Individualized Education Programs for Reading? Report From a Three-Year Development Project - Emily M. Rodgers, The Ohio State University; Jerome V. D'Agostino, The Ohio State University
20. Effects of Gesture by Pedagogical Agents in Multimedia Learning - Fuxing Wang, Central China Normal University; Wenjing Li, Central China Normal University; Richard E. Mayer, University of California - Santa Barbara; Huashan Liu
21. Technology-Based Learning Environments for Dual Language Learners: An Examination of Dual-Coding Theory for L2 Vocabulary Learning - Kevin M. Wong, Pepperdine University; Preeti Ganesh Samudra, New York University
22. Does Physicality Impact Learner Interactions? Evidence From Tangible and Digital 3-D Models - Matthew Orr, University of Utah; Kirsten R. Butcher, University of Utah
23. Putting Words to Pictures: Defining and Categorizing the Range of Static Visuals in Multimodal Research - Jannah Fusenig, California State University - Chico; Lauren M Singer Trakhman, University of Maryland - College Park; Patricia A. Alexander, University of Maryland - College Park
24. Benefits of Segmenting a Multimedia Slideshow Lesson - Richard E. Mayer, University of California - Santa Barbara; Ashleigh Wells, University of California - Santa Barbara; Jocelyn Parong, University of California - Santa Barbara; Jeff Howarth, Middlebury College
25. Patterns and Trajectories of an Adolescent's Participation During an Integrated STEM and Digital Literacies Program - Shiyan Jiang, Carnegie Mellon University; Ji Shen, University of Miami; Blaine E. Smith, University of Arizona
26. Music and Neurocognitive Differences Modulating Performance on an Organic Chemistry Mental Rotation Task - Andrea Burgess, University of Florida; Pasha Antonenko, University of Florida; Andreas Keil, University of Florida; Nathaniel Willey, University of Florida
27. No Brain Left Behind: Implications for a Neuroscience-Informed Approach to Special Education - Lin Sun, Indiana University - Bloomington; Ozan Ozkaya, Indiana University - Bloomington; Jeffrey A. Anderson, Indiana University
28. Research Matters — Let Learning Styles Go: Results From an Empirical Investigation With Middle Schoolers - Beth A. Rogowsky, Bloomsburg University of Pennsylvania
29. Using Neuroscience to Resolve Persistent Problems in Learning Styles Research That Reinforce Inequality - Alan Curtiss Weissenbacher, Graduate Theological Union
30. Neurocognitive Effects of Toxic Stress as a Rationale for Persistent Inadequate Response - Adam LeRoy, Saginaw Valley State University
32. Above and Beyond State-Mandated Report Cards: An Analysis of District-Driven Accountability Reports - Michael P. Evans, Miami University - Oxford; Erin Oh; Jaime Ranly, Preble Shawnee Local Schools
33. Building Family-School Partnerships With Drug- and Alcohol-Addicted Parents: An In-Depth Examination of Parents' Experiences - Kara Lasater, University of Arkansas at Fayetteville; Chris Spera
34. In Search of an Equity Stance for Family Engagement: What Does It Take to Change? - David Nieto, University of Colorado - Boulder; Molly Hamm-Rodríguez, University of Colorado - Boulder; Astrid Nicholl Sambolin Morales, University of Colorado - Boulder
35. Parent Involvement in Children's Math Achievement - Ye Liu, University of Alberta; Jacqueline P. Leighton, University of Alberta; Qi Guo, University of Alberta
36. Personal, Community Parent Empowerment and Postsecondary Enrollment: Racial/Ethnic and Socioeconomic Status Differences - Jungnam Kim, University of Nevada - Las Vegas; Julia Bryan, The Pennsylvania State University
37. Preschool Teachers' Outreach Efforts and Children's Academic Achievement: The Mediating Role of Parental Involvement - Jaime Lynn Puccioni, University at Albany - SUNY
38. The Role of Parental Involvement and Interference in School Climate and Pupils' Mathematics Achievement - Fadia M Nasser-Abu Alhija, Tel Aviv University; Aner Rogel, National Authority for Measurement and Evaluation
39. Toward Queer Intersectional Abolitionism to Unpack School Community Partnerships - Edwin Mayorga, Swarthmore College; Maya Henry, Swarthmore College
40. Assessing Ethical Reasoning Among Junior British Army Officers Using the Army Intermediate Concept Measure - David Ian Walker, The University of Alabama - Tuscaloosa; Stephen J. Thoma, The University of Alabama
41. Development of a Short Form of the Social Issues Advocacy Scale–2 - Jacob M. Marszalek, University of Missouri - Kansas City; Johanna Nilsson, University of Missouri - Kansas City; Joanne O'Flaherty, University of Limerick; Ciarán Ó Gallchóir, University of Limerick; Paul F. Conway, University of Limerick
42. From "Intellectual Citizen" to "Participatory Citizen": Comparing the Civic Education Curricula Between China and Australia - Min Li, Capital Normal University; Zhikun Zhang, Capital Normal University; Lusha Ou, Capital Normal University; Tian Fu, Capital Normal University
43. Autonomy-Supportive and Culturally Responsive Environments Contribute to International Students' Willingness to Communicate and Participation - Dongyao Tan, Purdue University; Horane A. Holgate, Purdue University; Chantal Levesque-Bristol, Purdue University
44. Developmental Relationships With Teachers, Parents, and Friends: Differential Impacts on Academic Experience and Success - Martin Van Boekel, University of Minnesota; Chen-Yu Wu; Peter C. Scales; Jenna Sethi; Rachel Chamberlain, Search Institute; Amy K. Syvertsen; Eugene Roehlkepartain, Search Institute; Kent Pekel
45. Does Autonomy Support Really Matter in Science Education? - Thomas Schlake, University of Duisburg-Essen; Robert Aleksov, University of Duisburg-Essen; Heiko Krabbe, Ruhr University Bochum; Hendrik Härtig, University of Duisburg-Essen; Maria Opfermann, Ruhr University Bochum; Hans Ernst Fischer, University Duisburg - Essen
46. The Causal Impact of Task Difficulty and Instructional Style on Cognitive, Motivational, and Affective Outcomes Among Elementary School Children's Mathematics Education - Elke Baten, Ghent University; Gert-Jan De Muynck, Ghent University; Eline De Poortere, Ghent University; Maarten Vansteenkiste, University of Gent; Annemie Desoete, Ghent University and Artevelde university college
47. Effects of Performance Goals and Social Norms on Academic Dishonesty in a Test - Martin Daumiller, University of Augsburg; Stefan Janke, University of Mannheim
48. Five Frame-of-Reference Effects Affecting Academic Self-Concept: Pan-Human Universality Over Countries and Constructs - Herbert W. Marsh, Australian Catholic University
49. Modality Motivation: Selection Effects and Motivational Differences in Students Who Choose to Take Courses Online - Peter McPartlan, University of California - Irvine; Teomara Rutherford, University of Delaware; Fernando Rodriguez, University of California - Irvine
50. Perceived Relevance in the Classroom: The Mediated Relation Between Teachers' and Students' Mathematics Utility Value - Cora Parrisius, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Hanna Gaspard, University of Tübingen; Heide Piesch, University of Tuebingen; Eike Wille, University of Tuebingen; Benjamin Nagengast, University of Tübingen; Ulrich Trautwein, University of Tubingen
51. Perceptions of the Learning Environment, Psychological Needs, and Openness to Multicultural Instruction: A Preliminary Model - Sarah R. Gordon, Arkansas Tech University; Mike Yough, Oklahoma State University; Jam Khojasteh, Oklahoma State University - Tulsa; Susan Mathew, Langston University; Andrea Haken, Oklahoma State University - Stillwater; Emily A Finney, Oklahoma State University - Stillwater
52. Principals' Quality of Relationships and Occupational Commitment: The Mediating Role of Autonomous and Controlled Motivation - Louise Clément, Université Laval; Claude Fernet, Université du Québec à Trois-Rivières; Stéphanie Austin, Université du Québec à Trois-Rivières
53. Students' Psychological Needs and Motivation as Mediators of Perceived Teaching Styles and Educational Outcomes - Lennia Matos, The Pontifical Catholic University of Peru; Moti Benita, University of Haifa
54. Teacher Self-Efficacy Profiles: Outcomes and Generalizability Across Teaching Level - Harsha Perera, University of Nevada - Las Vegas; Celeste M Calkins, University of Nevada - Las Vegas; Rachel Part, University of Nevada - Las Vegas
55. Teachers' Emotions and Emotional Authenticity: Do They Matter to Students' Emotional Responses in the Classroom? - Eva Susann Becker, University of Zurich; Melanie M. Keller, University of Kiel
56. Temporal Variability and Domain Specificity of University Instructors' Achievement Goals and Associations With Affective Experiences - Martin Daumiller, University of Augsburg; Stefan Janke, University of Mannheim; Julia Hein; Oliver Dickhäuser, University of Mannheim; Markus Dresel, Augsburg University
57. The Demotivating Effect (and Unintended Message) of Retrospective Awards - Carly Dolan Robinson, Harvard University; Jana Gallus, University of California - Los Angeles; Monica G Lee, Stanford University; Todd Rogers, Harvard University
58. Understanding Children's Math Anxiety With Parents' Attitude Toward Math, Control, and Value Constructs - Hyeyoung Hwang, Ewha Womans University; Jaeyun Han, University of Kentucky
59. Designing MOOCs to Facilitate Participant Self-Directed Learning: An Analysis of Instructor Perspectives and Practices - Meina Zhu, Wayne State University; Curtis J. Bonk, Indiana University; Annisa Sari, Indiana University - Bloomington
60. Effects of Difficulties Experienced on Self-Efficacy and Attributions in a Study Task With Tablet - Franck Amadieu, University of Toulouse; Maxime Péré; Clémence Dallez; Julie Lemarié; Cécile Van de Leemput
61. Learning Analytics in Web-Assisted Learning: Connecting Self-Regulation, Learning Behaviors, and Course Achievement - Pauline Salim Muljana, Old Dominion University; Chitra Dabas, Cal Poly-Pomona
62. Social Emotional Learning Through a Student-Driven Peer Support Group on Facebook™ - Carrie Davenport-Kellogg, University of the Pacific; Heidi J. Stevenson, University of the Pacific
63. Relationship Between Children's Enjoyment, Mathematics Awareness, Strategies, and Learning With Digital Games - Kristy Litster, Utah State University; Patricia S. Moyer-Packenham, Utah State University; Christina Watts Lommatsch, Utah State University; M. Jill Ashby, Utah State University; Allison L Roxburgh, Utah State University; Emma P. Bullock, Sam Houston State University; Jessica F. Shumway, Utah State University; Emma Speed; Benjamin Covington; Christine Hartmann; Jody E. Clarke-Midura, Utah State University; Joel Skaria; Arla Westenskow, Utah State University; Beth Loveday MacDonald, Utah State University; Jürgen Symanzik; Kerry Jordan, Utah State University
64. The Influence of Affect in Help-Seeking Behaviors and Performance in an Intelligent Tutoring System - Ana Paula Santos Loures-Elias, University of Nevada - Las Vegas; Kathleen Bradshaw, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina Chapel Hill