{"id":22,"date":"2022-08-01T20:56:35","date_gmt":"2022-08-01T20:56:35","guid":{"rendered":"https:\/\/lab.prd.vanderbilt.edu\/advancinglearning\/?page_id=22"},"modified":"2024-02-08T09:43:49","modified_gmt":"2024-02-08T15:43:49","slug":"publications","status":"publish","type":"page","link":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"<div id=\"block-yui_3_17_2_1_1598146121477_15096\" class=\"sqs-block html-block sqs-block-html\">\n<div id=\"yui_3_17_2_1_1659474601662_540\" class=\"sqs-block-content\">\n<h3 id=\"yui_3_17_2_1_1659474601662_539\"><strong id=\"yui_3_17_2_1_1659474601662_538\"><em id=\"yui_3_17_2_1_1659474601662_537\">Self-Regulated Learning<\/em><\/strong><\/h3>\n<ul>\n<li>Kim, Y.^, Zepeda C. D.^, &amp; Butler, A. C. (2023). An interdisciplinary review of self-regulation of learning: Bridging cognitive and educational psychology perspectives. <em>Educational Psychology Review<\/em>,<em> 35<\/em>(3), 92. <a href=\"https:\/\/doi.org\/10.1007\/s10648-023-09800-x\">https:\/\/doi.org\/10.1007\/s10648-023-09800-x<\/a><\/li>\n<li>Wang, M. T., Zepeda, C. D., Quin, X., Del Toro, J., &amp; Binning, K. R. (2021). More than growth mindset: Individual and interactive links among adolescents\u2019 ability mindsets, metacognitive skill, and math engagement.<em> Child Development. <\/em><a href=\"http:\/\/doi.org\/cdev.13560\">http:\/\/doi.org\/cdev.13560<\/a> <a href=\"https:\/\/sites.pitt.edu\/~kbinning\/Wang_et_al_2021b.pdf\">[<strong>PDF<\/strong>]<\/a><\/li>\n<li>Wang, M. T., Binning, K. R., Quin, X., Del Toro, J., &amp; Zepeda, C. D. (2021). Skill, thrill, and will: The role of metacognition, interest, and self-control in predicting engagement over time. <em>Child Development. <\/em><a href=\"http:\/\/doi.org\/10.1111\/cdev.13531\">http:\/\/doi.org\/10.1111\/cdev.13531<\/a> <a href=\"https:\/\/sites.pitt.edu\/~kbinning\/Wang_et_al_2021.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<li>Zepeda, C. D., Martin, R. S., &amp; Butler, A. C.\u00a0 (2020). Motivational strategies to engage learners in desirable difficulties. <em>Journal of Applied Research in Memory and Cognition<\/em>, <em>9<\/em>(4), 464-470<em>. <\/em><a title=\"Persistent link using digital object identifier\" href=\"https:\/\/doi.org\/10.1016\/j.jarmac.2020.08.007\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.jarmac.2020.08.007<\/a> <a href=\"https:\/\/wustl.box.com\/s\/sk09b5yujnq4zypz4dey4r8oh0dx0qdp\" target=\"\"><strong>[PDF]<\/strong><\/a><\/li>\n<li>Zepeda, C. D., Richey, J. E., Ronevich, P., &amp; Nokes-Malach, T. J. (2015). Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in-vivo study. <em>Journal of Educational Psychology<\/em>, 107(4), 954-970. <a href=\"http:\/\/dx.doi.org\/10.1037\/edu0000022\">http:\/\/dx.doi.org\/10.1037\/edu0000022<\/a> <a href=\"https:\/\/www.apa.org\/pubs\/journals\/features\/edu-0000022.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<\/ul>\n<h3>\u00a0<strong id=\"yui_3_17_2_1_1659474601662_538\"><em id=\"yui_3_17_2_1_1659474601662_537\">Student &amp; Teacher Practices<\/em><\/strong><\/h3>\n<\/div>\n<\/div>\n<ul>\n<li>Zepeda, C. D., Oretgren, F. R., &amp; Butler, A. C. (2023). Learning from feedback in college courses: Student practices, beliefs, and preferences. <em>Applied Cognitive Psychology<\/em>, 37(6),\u00a01238\u20131257<em>. <\/em><a href=\"https:\/\/doi.org\/10.1002\/acp.4118\">https:\/\/doi.org\/10.1002\/acp.4118<\/a><\/li>\n<li>Kim, Y., Zepeda, C. D., Martin, R. S., &amp; Butler, A. C. (2023). Situating cost perceptions: How general cost and motivational regulation predict specific momentary cost dimensions.\u00a0<em>Educational Psychology<\/em>, <em>43<\/em>(8), 855\u2013873. <a href=\"https:\/\/doi.org\/10.1080\/01443410.2023.2267806\">https:\/\/doi.org\/10.1080\/01443410.2023.2267806<\/a><\/li>\n<li>Martin, R. S., Zepeda, C. D., Lindstadt, C., Love, B. &amp; Butler, A. C. (2021). The cultural career script: College students\u2019 expectations for a typical career. <em>Journal of Applied Research in Memory and Cognition. <\/em><a title=\"Persistent link using digital object identifier\" href=\"https:\/\/doi.org\/10.1016\/j.jarmac.2021.05.003\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.jarmac.2021.05.003<\/a><\/li>\n<li>Zepeda, C. D., &amp; Nokes-Malach, T. J. (2020). Metacognitive exam study strategies in a college course and their relation exam performance. <em>Memory &amp; Cognition. <\/em><a href=\"https:\/\/doi.org\/10.3758\/s13421-020-01106-5\">https:\/\/doi.org\/10.3758\/s13421-020-01106-5<\/a> <a href=\"https:\/\/rdcu.be\/b9K8X\"><strong>[PDF]<\/strong><\/a><\/li>\n<li>Boden, K. K., Zepeda, C. D., &amp; Nokes-Malach, T. J.\u00a0 (2020). Achievement goals and conceptual learning: An examination of teacher talk. <em>Journal of Educational Psychology.<\/em> Advanced online publication. <a href=\"https:\/\/doi.org\/10.1037\/edu0000421\">https:\/\/doi.org\/10.1037\/edu0000421<\/a> <a href=\"https:\/\/www.researchgate.net\/profile\/Kelly_Boden3\/publication\/336865057_Achievement_goals_and_conceptual_learning_An_examination_of_teacher_talk\/links\/5dbc755092851c8180210d45\/Achievement-goals-and-conceptual-learning-An-examination-of-teacher-talk.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<li id=\"yui_3_17_2_1_1659474601662_529\">Zepeda, C. D<strong>.<\/strong>, Hlutkowsky, C. O., Partika, A. C., &amp; Nokes-Malach, T. J. (2019). Identifying teachers&#8217; supports of metacognition through classroom talk and its relation to growth in conceptual learning. <em>Journal of Educational Psychology<\/em>, 111(3), 522-541. <a href=\"http:\/\/dx.doi.org\/10.1037\/edu0000300\">http:\/\/dx.doi.org\/10.1037\/edu0000300<\/a> <a href=\"https:\/\/www.researchgate.net\/profile\/Cristina_Zepeda\/publication\/328586720_Identifying_Teachers'_Supports_of_Metacognition_Through_Classroom_Talk_and_Its_Relation_to_Growth_in_Conceptual_Learning\/links\/5bea3e6d4585150b2bb248b3\/Identifying-Teachers-Supports-of-Metacognition-Through-Classroom-Talk-and-Its-Relation-to-Growth-in-Conceptual-Learning.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<\/ul>\n<h3><strong id=\"yui_3_17_2_1_1659474601662_538\"><em id=\"yui_3_17_2_1_1659474601662_537\">Instructional Techniques<\/em><\/strong><\/h3>\n<ul>\n<li>Clements, K., Zepeda, C. D., Leich Hilbun, A., Todd, T., Clements, T., Johnson, H., Watkins, J., Friedman, K., &amp; Brame, C. J. (2023). \u201cThey have shown me it is possible to thrive within STEM\u201d: Incorporation of Learning Assistants in General Chemistry increases student belonging and confidence. <em>Journal of Chemical Education<\/em>, <em>100<\/em>(11), 4200\u20134211<em>. <\/em><br \/>\n<a href=\"https:\/\/doi.org\/10.1021\/acs.jchemed.2c01224\">https:\/\/doi.org\/10.1021\/acs.jchemed.2c01224<\/a><\/li>\n<li>Zepeda, C. D., Een, E., &amp; Butler, A. C. (2020). The mnemonic effects of retrieval practice. In M. McCrudden (Ed.) <em>Oxford Encyclopedia of Educational Psychology<\/em>. Oxford University Press. <a href=\"https:\/\/oxfordre.com\/education\/page\/forthcoming\/\"><strong>[Link]<\/strong><\/a><\/li>\n<li>Nokes-Malach, T. J., Zepeda, C. D., Richey, J. E., &amp; Gadgil, S. (2019). Collaborative learning: The cost and benefits. In J. Dunlosky &amp; K. Rawson (Eds.) <em>Handbook of Cognition and Education<\/em>. Cambridge University Press. <a href=\"https:\/\/doi.org\/10.1017\/9781108235631.021\">https:\/\/doi.org\/10.1017\/9781108235631.021<\/a> <a href=\"https:\/\/www.cambridge.org\/core\/books\/cambridge-handbook-of-cognition-and-education\/collaborative-learning\/E6BFC590620CE962113239D4B4B94D5F\"><strong>[Link]<\/strong><\/a><\/li>\n<li>Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., &amp; Rickard, T. C. (2016). Beyond the rainbow: Retrieval practice leads to better spelling than does rainbow writing.\u00a0<em>Educational Psychology Review<\/em>, 28, 385-400. <a href=\"http:\/\/doi.org\/10.1007\/s10648-015-9330-6\">http:\/\/doi.org\/10.1007\/s10648-015-9330-6<\/a> <a href=\"http:\/\/pdf.retrievalpractice.org\/earlychildhood\/2%20Jones_etal_2016.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<li>Richey, J. E., Zepeda, C. D., &amp; 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, &amp; P. P Maglio (Eds.), <em>Proceedings of the 37th Annual Conference of the Cognitive Science Society <\/em>(pp. 1985-1990). Austin, TX: Cognitive Science Society. <a href=\"https:\/\/cogsci.mindmodeling.org\/2015\/papers\/0343\/paper0343.pdf\"><strong>[PDF]<\/strong><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Self-Regulated Learning Kim, Y.^, Zepeda C. D.^, &amp; 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., &amp; Binning, K. R. (2021). More than growth mindset: Individual and interactive links&#8230;<\/p>\n","protected":false},"author":384,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"tags":[],"class_list":["post-22","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/pages\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/users\/384"}],"replies":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":8,"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"predecessor-version":[{"id":52,"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/pages\/22\/revisions\/52"}],"wp:attachment":[{"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/media?parent=22"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/advancinglearning\/wp-json\/wp\/v2\/tags?post=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}