Journal Meeting Schedule

2026

• 2026.01.13 Nakyoung Kwak

​Zhou, S. S., Taylor, A. G., Tuer, A., Breithaupt, S., Pan, S., & Wammes, J. D. (2025). Concurrent testing improves attention generally and selectively during video lectures. Journal of Educational Psychology. Advance online publication.

• 2026.01.20 Suhyun Kim

​Schuetze, B. A., & Yan, V. X. (2025). Choosing what to study: Do internal judgments predict study-time allocation intentions over and above external agendas? Journal of Educational Psychology. Advance online publication.

• 2026.01.27 Jihye Kim

​Charleen Brand, Katharina Loibl, Nikol Rummel. (2025). From Goal to Success: How Learning Goals and Relevant Knowledge Activation Promote Learning from Problem Solving Before Instruction. Educational Psychology Review, 37(4).

• 2026.02.03 Youhyun Chang

Motz, B. A., Chinni, A., de Leeuw, J. R., Jankowski, H. E., Aggarwal, A., Amato, M., Berlin, K., Britten, K., Brown, A., Cerchiaro, M. L., Evans, N. J., Findley, A., Gorman, R., Gregg, K. D., Hansen, K., Hollender, H., Hullinger, R. A., Larkin, P., Lion, M., . . . Fyfe, E. R. (2026). ManyClasses 2: The effects of prequestions on media interactions and learning. Journal of Educational Psychology. Advance online publication.

• 2026.02.10 Seeun Jung

Asher, M. W., & Carvalho, P. F. (2026). Conditions for effective learning without upfront instruction: How practice with feedback supports memory, generalization, motivation, and metacognition. Educational Psychology Review, 38(1), 12.

• 2026.02.24 Jihye Kim

김지혜. (2025). The interplay of generative activity and retrieval practice in learning-by-teaching. 연세대학교 석사학위 논문.

• 2026.05.06  Nakyoung Kwak

Krieglstein, F., Wesenberg, L., Schneider, S., & Rey, G. D. (2026). One or many? Evaluating the effectiveness of single-item and multiple-item scales for measuring cognitive load. Journal of Educational Psychology. Advance online publication.

•  2026.05.13 Suhyun Kim

Wong, S.S., Qiu, S.X. (2026). Think First, ChatGPT Later: Guiding Human–AI Collaboration for Learning Gains in Independent Human Creativity. Educational Psychology Review, 38(1), 45.

• 2026.05.20 Seeun Jung

Ronconi, A., & Mason, L. (2026). “Too fast, too confident”: How shallow processing and miscalibrated understanding undermine digital reading in adolescent learners. Journal of Educational Psychology, 118(5), 651–676.

• 2026.07.14 Yoohyun Chang

Imundo, M. N., Denton, V., Brabec, J. A., Clark, C. M., Bjork, E. L., Bjork, R. A., & Paquette-Smith, M. (2026). Collaborative and individual practice testing lead to different patterns of learning across two variations of the true/false test format. Journal of Educational Psychology. Advance online publication.

• 2026.07.21 Suhyun Kim

2025

• 2025.01.09  Yundeok Kim 

Li, A., Hu, M., Xu, A., Zhao, W., Hu, X., Shanks, D. R., Luo, L., & Yang, C. (2024). Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning. Journal of Educational Psychology. Advance online publication.

• 2025.01.23  Jihye Kim 

Wong, S. S. H. (2025). Learning by teaching with deliberate errors promotes argumentative reasoning. Journal of Educational Psychology.

• 2025.02.06  Yoohyun Chang 

Pan, S. C., Selvarajan, G., & Murphy, C. S. (2024). Interleaved pretesting enhances category learning and classification skills. Journal of Applied Research in Memory and Cognition, 13(3), 393–406.

• 2025.02.13  Suhyun Kim

Yip, E. S. K., & Wong, T. T. Y. (2024). The association between relational reasoning in nonverbal and verbal representations and mathematics achievement. Journal of Educational Psychology, 117(2), 228–245. 

• 2025.02.20  Yundeok Kim

김윤덕. (2024). The Effect of Metacognitive Instruction on the Use of Interleaving and Category Learning Performance in Self-regulated Learning. 연세대학교 석사학위 논문.

•  2025.03.12  Nakyoung Kwak

Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024). Cognitive load theory and its relationships with motivation: A self-determination theory perspective. Educational Psychology Review, 36(1), 7.

•  2025.03.26  Jihye Kim 

Waldeyer, J., Endres, T., Roelle, J., Baars, M., & Renkl, A. (2024). How to optimize self-assessment accuracy in cognitive skill acquisition when learning from worked examples. Educational Psychology Review, 36(4), 103.

•  2025.04.09 Yoohyun Chang

Shanley, L., Clarke, B., Kosty, D., Turtura, J., Cook, M., Sutherland, M., & Smolkowski, K. (2025). Examining mathematics intervention effects on domain general skills: Are mathematics gains associated with improved domain general skills? Journal of Educational Psychology. Advance online publication.

•  2025.05.07  Suhyun Kim

Gök, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia effects in initial instruction and feedback on problem solving. Journal of Educational Psychology. Advance online publication.

•  2025.05.14  Nakyoung Kwak

He, C.-W., Fiorella, L., & Lemons, P. P. (2025). Does instruction-first or problem-solving-first depend on learners’ prior knowledge? Educational Psychology Review, 37(1), 18.

•  2025.07.29  Jihye Kim

고정일, 김동주, & 박종효. (2024). AI 자습실의 참여가 자기조절학습에 미치는 효과 분석: K 고등학교를 중심으로. 교육심리연구, 38(2), 443-467.

•  2025.08.05  Nakyoung Kwak

이은주. (2024). 과대자신감은 과연 적응적인가? 학업성취와 자기효능감의 프로파일에 따른 학업적, 심리적, 사회적 적응의 차이. 교육심리연구, 38(2), 147-175.

•  2025.08.12  Suhyun Kim

임수홍, 이선영. (2023). 교사의 유용가치 중재가 초등학생의 수학 자기효능감에 따라 수학 흥미에 미치는 영향. 교육심리연구, 37(3), 239-264.

•  2025.08.19  Yoohyun Chang

한윤주, 이선영. (2024). 토론 상황에서 과제 제약이 초등학생의 인지적 종결욕구에 따라 창의적 문제해결에 미치는 영향. 교육심리연구, 38(2), 417-442.

•  2025.09.09  Suhyun Kim

Obergassel, N., A. Renkl, T. Endres, M. Nückles, S. K. Carpenter, and J. Roelle. (2025). Combining Generative Tasks and Retrieval Tasks. Journal of Educational Psychology, 117(6), 980-997.

•  2025.09.16  Nakyoung Kwak

Ma, X., & Chen, L. (2025). The influence of feedback guidance and reward expectation on the choice of retrieval practice strategy. Educational Psychology Review, 37(3), 89.

•  2025.09.23  Jihye Kim

Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Combining noninteractive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning. Journal of Educational Psychology. Advance online publication.

•  2025.10.14  Yoohyun Chang

Kennett, R., Martin, A. J., Pearson, J., Burns, E. C., & Collie, R. J. (2025). Challenge and threat appraisal of tests in high school: Integrating educational psychology and biopsychology improves understanding of how students take tests. Journal of Educational Psychology. Advance online publication.