Important news—our journal is moving to Bluesky! Follow us there, @edpsychjournal.bsky.social, as we continue engaging with thought-provoking and innovative work in Educational Psychology.

@EdPsychJournal's new Special Issue on policy-oriented Ed Psych research is live and it is full of crucial insights into the role our field can play in educational policy! Follow us on Bluesky @edpsychjournal.bsky.social for more on each paper.

Curious about the influence of executive function on reading comprehension? Followers of @APADivision15 @AERADivC @educationarena @NCSE and @Routledgepsych would enjoy this meta-analysis investigating the relationship between the two!

To learn more about the nuances of these findings, as well as their implications for future research and our theoretical models of reading comprehension, be sure to give the full paper a read! 5/5

Moderator analyses showed that though the relationship between executive function and reading comprehension didn't change according to participant age or the specific measures used in different studies, it did change based on the type of executive function being examined! 4/5

Importantly, the paper addressed several types of executive function, across age groups: inhibition, shifting, working memory, planning, and attentional control. 3/5

Executive function, which is "directly involved in the facilitation of goal-directed behavior as well as when a learner is engaged with a task for which automaticity is not established", may be important for academic achievement—and reading comprehension more specifically. 2/5

Exciting findings form a meta-analysis by D. Jake Follmer for @EdPsychJournal! Results from a sample of 6,673 "supported a moderate positive association between executive function and reading comprehension (r = .36)". https://t.co/MV5EP83fXV 1/5

Followers of @APADivision15 @AERADivC @educationarena @NCSE and @Routledgepsych will be interested in this important work.

To learn more about SEL's potential to support the wellbeing of diverse stakeholders, the ways in which it can be implemented in teacher preparation programs, and outstanding questions in the field, be sure to check out this paper and the accompanying special issue! 5/5

Importantly, we need to remain vigilant to the potential of SEL assessments to reify racial or gender gaps, and prevent these assessments from supporting deficit mindsets about racially and culturally diverse students. 4/5

Beyond SEL's benefits for students' overall wellbeing, we must "move beyond just implementing SEL programs at the classroom level and instead need to integrate SEL into the entire system of the school, including school leadership, teaching and learning, and with families." 3/5

The author centers three observations drawn from the special issue: 1. SEL competencies predict success in school and life 2. SEL competencies can be taught and assessed 3. "Explicit attention to context is foundational to the promotion of SEL." 2/5

In her commentary for @EdPsychJournal's special issue on Social and Emotional Learning,@kimschon provides a useful overview of the state of SEL knowledge in the field as well as future directions for research. https://t.co/7SB0qicCNU 1/5

This paper is an important contribution to a complex and crucial conversation. Explore all its nuances by reading it in full! Followers of @APADivision15 @AERADivC @educationarena @NCSE and @Routledgepsych—we think you'll find this work interesting.

By addressing each dimension in detail, including the challenges and benefits of replication endeavors, the authors conclude that “Replication is a necessary cornerstone for effective scientific endeavors, yet explicit replications are too rare within educational psychology.” 4/4

We can approach replication using several lenses: - Philosophical (what is replication?) - Methodological (how are replications conducted?) - Professional (are replications good for scholars' careers?) and - Utility-focused (how useful are replications?) 3/4

The authors distinguish between direct replications, which ascertain the reliability and magnitude of original research findings, and conceptual replications—which vary the study context (e.g. participant demographics) to "examine the theoretical soundness" of findings. 2/4

Have you thought of the replicability of scientific results lately? I sure have! But how does this replicability relate to Educational Psychology specifically? In their @edpsychjournal paper, @JonathanPlucker and @MattMakel explore this question. https://t.co/hpe3z7ii0Z 1/4

Followers of @APADivision15 @AERADivC @educationarena @NCSE and @Routledgepsych —check out this important work!