Skip to main content

Advancing Learning Lab

Publications

Self-Regulated Learning

  • Kim, Y.^, Zepeda C. D.^, & Butler, A. C. (2023). An interdisciplinary review of self-regulation of learning: Bridging cognitive and educational psychology perspectives. Educational Psychology Review, 35(3), 92. https://doi.org/10.1007/s10648-023-09800-x
  • Wang, M. T., Zepeda, C. D., Quin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among adolescents’ ability mindsets, metacognitive skill, and math engagement. Child Development. http://doi.org/cdev.13560 [PDF]
  • Wang, M. T., Binning, K. R., Quin, X., Del Toro, J., & Zepeda, C. D. (2021). Skill, thrill, and will: The role of metacognition, interest, and self-control in predicting engagement over time. Child Development. http://doi.org/10.1111/cdev.13531 [PDF]
  • Zepeda, C. D., Martin, R. S., & Butler, A. C.  (2020). Motivational strategies to engage learners in desirable difficulties. Journal of Applied Research in Memory and Cognition, 9(4), 464-470. https://doi.org/10.1016/j.jarmac.2020.08.007 [PDF]
  • Zepeda, C. D., Richey, J. E., Ronevich, P., & Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in-vivo study. Journal of Educational Psychology, 107(4), 954-970. http://dx.doi.org/10.1037/edu0000022 [PDF]

 Student & Teacher Practices

  • Zepeda, C. D., Oretgren, F. R., & Butler, A. C. (2023). Learning from feedback in college courses: Student practices, beliefs, and preferences. Applied Cognitive Psychology, 37(6), 1238–1257. https://doi.org/10.1002/acp.4118
  • Kim, Y., Zepeda, C. D., Martin, R. S., & Butler, A. C. (2023). Situating cost perceptions: How general cost and motivational regulation predict specific momentary cost dimensions. Educational Psychology, 43(8), 855–873. https://doi.org/10.1080/01443410.2023.2267806
  • Martin, R. S., Zepeda, C. D., Lindstadt, C., Love, B. & Butler, A. C. (2021). The cultural career script: College students’ expectations for a typical career. Journal of Applied Research in Memory and Cognition. https://doi.org/10.1016/j.jarmac.2021.05.003
  • Zepeda, C. D., & Nokes-Malach, T. J. (2020). Metacognitive exam study strategies in a college course and their relation exam performance. Memory & Cognition. https://doi.org/10.3758/s13421-020-01106-5 [PDF]
  • Boden, K. K., Zepeda, C. D., & Nokes-Malach, T. J.  (2020). Achievement goals and conceptual learning: An examination of teacher talk. Journal of Educational Psychology. Advanced online publication. https://doi.org/10.1037/edu0000421 [PDF]
  • Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522-541. http://dx.doi.org/10.1037/edu0000300 [PDF]

Instructional Techniques

  • Clements, K., Zepeda, C. D., Leich Hilbun, A., Todd, T., Clements, T., Johnson, H., Watkins, J., Friedman, K., & Brame, C. J. (2023). “They have shown me it is possible to thrive within STEM”: Incorporation of Learning Assistants in General Chemistry increases student belonging and confidence. Journal of Chemical Education, 100(11), 4200–4211.
    https://doi.org/10.1021/acs.jchemed.2c01224
  • Zepeda, C. D., Een, E., & Butler, A. C. (2020). The mnemonic effects of retrieval practice. In M. McCrudden (Ed.) Oxford Encyclopedia of Educational Psychology. Oxford University Press. [Link]
  • Nokes-Malach, T. J., Zepeda, C. D., Richey, J. E., & Gadgil, S. (2019). Collaborative learning: The cost and benefits. In J. Dunlosky & K. Rawson (Eds.) Handbook of Cognition and Education. Cambridge University Press. https://doi.org/10.1017/9781108235631.021 [Link]
  • Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., & Rickard, T. C. (2016). Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing. Educational Psychology Review, 28, 385-400. http://doi.org/10.1007/s10648-015-9330-6 [PDF]
  • Richey, J. E., Zepeda, C. D., & Nokes-Malach, T. J. (2015). Transfer effects of prompted and self-reported analogical comparison and self-explanation. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 1985-1990). Austin, TX: Cognitive Science Society. [PDF]