Journal of Educational Psychology

Findings first published in Journal of Educational Psychology, paired with the replication and reproduction attempts on record. 26 studies in the atlas.

• The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling… Lin et al., 2026 — 1 unlabelled
• What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978) Smit et al., 2025 — no replication on record
• Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students' writing: A… Skar et al., 2022 — 1 mixed
• How working memory capacity and shifting matter for learning with worked examples—A replication study Bichler et al., 2020 — no replication on record
• Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment Zu et al., 2020 — no replication on record
• Replicated evidence towards a cognitive theory of game-based training Parong et al., 2020 — no replication on record
• The conflicted language of interracial feedback Harber et al., 2019 — no replication on record
• Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction Jitendra et al., 2019 — no replication on record
• Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic… Schmitt et al., 2017 — 1 mixed
• New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications Hanselman et al., 2017 — no replication on record
• Making connections: Replicating and extending the utility value intervention in the classroom Hulleman et al., 2017 — no replication on record
• Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12 Olson et al., 2017 — no replication on record
• Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity Schwaighofer et al., 2016 — 1 mixed
• Effects of a research-based intervention to improve seventh-grade students' proportional problem solving: A cluster randomized… Jitendra et al., 2015 — 1 successful
• The Doctor Fox research (1973) rerevisited: "Educational seduction" ruled out Peer & Babad, 2014 — no replication on record
• The longitudinal interplay of students' academic self-concepts and achievements within and across domains: Replicating and… Niepel et al., 2014 — no replication on record
• Character building or subversive consequences of employment during high school: Causal effects based on propensity score models… Nagengast et al., 2014 — 1 unlabelled
• Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study Trautwein et al., 2012 — 1 mixed
• Reading achievement across three language groups: Growth estimates for overall reading and reading subskills obtained with the… Roberts et al., 2010 — 1 mixed
• A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load DeLeeuw & Mayer, 2008 — 1 successful
• Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Skinner et al., 2008 — 1 mixed
• The Prevention, Identification, and Cognitive Determinants of Math Difficulty Fuchs et al., 2005 — 1 successful
• When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Mayer & Chandler, 2001 — 1 failed
• Cognitive principles of multimedia learning: The role of modality and contiguity Moreno & Mayer, 1999 — 1 failed
• Do children read words better in context or in lists? A classic study revisited Nicholson, 1991 — no replication on record
• Forward and backward digit span interaction with race and IQ: Predictions from Jensen's theory Jensen & Figueroa, 1975 — 1 mixed