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1994, Negative feedback as regulation and second language learning in the zone of proximal development, The Modern Language Journal, 78, 465, 10.1111\u002Fj.1540-4781.1994.tb02064.x\nBerry, 2011, Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture, Assessment in Education: Principles, Policy & Practice, 18, 199\nChang, 2016, Two decades of research in L2 peer review, Journal of Writing Research, 8, 81, 10.17239\u002Fjowr-2016.08.01.03\nCheng, 2000, Asian students' reticence revisited, System, 28, 435, 10.1016\u002FS0346-251X(00)00015-4\nCho, 2010, Student revision with peer and expert reviewing, Learning and Instruction, 20, 328, 10.1016\u002Fj.learninstruc.2009.08.006\nDE Guerrero, 2000, Activating the ZPD: Mutual scaffolding in L2 peer revision, The Modern Language Journal, 84, 51, 10.1111\u002F0026-7902.00052\nEllis, 2010, A framework for investigating oral and written corrective feedback, Stud. Sec. Lang. Acquis., 32, 335, 10.1017\u002FS0272263109990544\nFoster, 2005, Negotiation for meaning and peer assistance in second language classrooms, Applied Linguistics, 26, 402, 10.1093\u002Fapplin\u002Fami014\nGielen, 2010, Improving the effectiveness of peer feedback for learning, Learning and Instruction, 20, 304, 10.1016\u002Fj.learninstruc.2009.08.007\nHu, 2010, Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class, Instructional Science, 38, 371, 10.1007\u002Fs11251-008-9086-1\nLantolf, 2000\nLantolf, 2003\nLantolf, 1995, Second language learning in the zone of proximal development: A revolutionary experience, International Journal of Educational Research, 23, 619, 10.1016\u002F0883-0355(96)80441-1\nLee, 2007, Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning?, Assessing Writing, 12, 180, 10.1016\u002Fj.asw.2008.02.003\nLee, 2015, Peer feedback in second language writing: Investigating junior secondary students' perspectives on inter-feedback and intra-feedback, System, 55, 1, 10.1016\u002Fj.system.2015.08.003\nLei, 2017, Salience of student written feedback by peer-revision in EFL writing class, English Language Teaching, 10, 10.5539\u002Felt.v10n12p151\nLockhart, 1995, Analysing talk in ESL peer response groups: Stances, functions and content, Language Learning, 45, 605, 10.1111\u002Fj.1467-1770.1995.tb00456.x\nLundstrom, 2009, To give is better than to receive: The benefits of peer review to the reviewer's own writing, Journal of Second Language Writing, 18, 30, 10.1016\u002Fj.jslw.2008.06.002\nNelson, 1998, ESL students' perceptions of effectiveness in peer response groups, Journal of Second Language Writing, 7, 113, 10.1016\u002FS1060-3743(98)90010-8\nNelson, 2009, The nature of feedback: How different types of peer feedback affect writing performance, Instructional Science, 37, 375, 10.1007\u002Fs11251-008-9053-x\nRahimi, 2013, Is training student reviewers worth its while? A study of how training influences the quality of students' feedback and writing, Language Teaching Research, 17, 67, 10.1177\u002F1362168812459151\nRuegg, 2015, The relative effects of peer and teacher feedback on improvement in EFL students' writing ability, Linguistics and Education, 29, 73, 10.1016\u002Fj.linged.2014.12.001\nStorch, 2002, Patterns of interaction in ESL pair work, Language Learning, 52, 119, 10.1111\u002F1467-9922.00179\nSwain, 2000, The output hypothesis and beyond: Mediating acquisition through collaborative dialogue\nSwain, 2002, Peer-peer dialogue as a means of second language learning, Annual Review of Applied Linguistics, 22, 171, 10.1017\u002FS0267190502000090\nVillamil, 1996, Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behaviour, Journal of Second Language Writing, 5, 51, 10.1016\u002FS1060-3743(96)90015-6\nVillamil, 1998, Assessing the impact of peer revision on L2 writing, Applied Linguistics, 19, 491, 10.1093\u002Fapplin\u002F19.4.491\nVillamil, 2006, Socio-cultural theory: A framework for understanding the socio-cognitive dimensions of peer feedback\nVygotsky, 1978\nWeissberg, 2006, Scaffolded feedback: Tutorial conversations with advanced L2 writers\nWigglesworth, 2012, What role for collaboration in writing and writing feedback, Journal of Second Language Writing, 21, 364, 10.1016\u002Fj.jslw.2012.09.005\nWood, 1976, The role of tutoring in problem solving, Ournal of Child Psychology and Psychiatry, 17, 89, 10.1111\u002Fj.1469-7610.1976.tb00381.x\nYang, 2006, A comparative study of peer and teacher feedback in a Chinese EFL writing class, Journal of Second Language Writing, 15, 179, 10.1016\u002Fj.jslw.2006.09.004\nYang, 2013, The effects of online feedback on students' text revision, Language, Learning and Technology, 17, 220\nYu, 2014, An analysis of Chinese EFL students' use of first and second language in peer feedback of L2 writing, System, 47, 28, 10.1016\u002Fj.system.2014.08.007\nYu, 2015, Understanding EFL students' participation in group peer feedback of L2 writing: A case study from an activity theory perspective, Language Teaching Research, 19, 572, 10.1177\u002F1362168814541714\nYu, 2016, Exploring Chinese students' strategy use in a cooperative peer feedback writing group, System, 58, 1, 10.1016\u002Fj.system.2016.02.005\nZhang, 1999, Thoughts on some recent evidence concerning the affective advantage of peer feedback, Journal of Second Language Writing, 8, 321, 10.1016\u002FS1060-3743(99)80119-2\nZhao, 2010, Investigating learners' use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom, Assessing Writing, 15, 3, 10.1016\u002Fj.asw.2010.01.002\nZhao, 2014, Investigating teacher-supported peer assessment for EFL writing, ELT Journal, 68, 105, 10.1093\u002Felt\u002Fcct068\nZhao, 2018, Exploring tertiary English as a Foreign Language writing tutors' 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1962, Music in the language classroom, The Canadian Modern Language Review, 19, 11, 10.3138\u002Fcmlr.19.1.11\nBecker, 2013\nBecker, 2013\nBusse, 2020, Addressing linguistic diversity in the language classroom in a resource-oriented way: An intervention study with primary school children, Language Learning, 70, 382, 10.1111\u002Flang.12382\nBusse, 2018, Combining song- and speech-based language teaching: An intervention with recently migrated children, Frontiers in Psychology, 9\nCalvert, 1993, Song versus verbal forms for very-long-term, long-term, and short-term verbatim recall, Journal of Applied Developmental Psychology, 14, 245, 10.1016\u002F0193-3973(93)90035-T\nCameron, 2001\nCason, 2012, Rhythmic priming enhances the phonological processing of speech, Neuropsychologia, 50, 2652, 10.1016\u002Fj.neuropsychologia.2012.07.018\nCattell, 1961\nChobert, 2013, Musical expertise and second language learning, Brain Sciences, 3, 923, 10.3390\u002Fbrainsci3020923\nCummins, 1981, Age on arrival and immigrant second language learning in Canada: A reassessment, Applied Linguistics, 2, 132, 10.1093\u002Fapplin\u002F2.2.132\nDavis, 2017, Songs in the young learner classroom: A critical review of evidence, ELT Journal, 71, 445\nDaykin, 2017, What works for wellbeing? A systematic review of wellbeing outcomes for music and singing in adults, Perspectives in Public Health, 138, 39, 10.1177\u002F1757913917740391\nDeKeyser, 2003, Implicit and explicit learning, 313\nDörnyei, 2005\nEngh, 2013, Why use music and English in language learning? A survey of the literature, English Language Teaching, 6, 113, 10.5539\u002Felt.v6n2p113\nFancourt, 2016, Singing modulates mood, stress, cortisol, cytokine and neuropeptide activity in cancer patients and carers, Ecancermedicalscience, 10\nFaul, 2007, G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences, Behavior Research Methods, 39, 175, 10.3758\u002FBF03193146\nFedorenko, 2009, Structural integration in language and music: Evidence for a shared system, Memory & Cognition, 37, 1, 10.3758\u002FMC.37.1.1\nFrankenberg, 2014, The influence of musical training on acculturation processes in migrant children, Psychology of Music, 44, 114, 10.1177\u002F0305735614557990\nGinsborg, 2007, Singers' recall for the words and melody of a new, unaccompanied song, Psychology of Music, 35, 421, 10.1177\u002F0305735607072654\nGood, 2016, Singing promotes cooperation in a diverse group of children, Social Psychology, 47, 340, 10.1027\u002F1864-9335\u002Fa000282\nGood, 2015, The efficacy of singing in foreign-language learning, Psychology of Music, 43, 627, 10.1177\u002F0305735614528833\nHinshaw, 2015, Group singing and young people's psychological well-being, International Journal of Mental Health Promotion, 17, 46, 10.1080\u002F14623730.2014.999454\nJaekel, 2017, From early starters to late finishers? 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[Investigations with a German version of the Positive and Negative Affect Schedule (PANAS).], Diagnostica, 42, 139\nLivesey, 2012, Benefits of choral singing for social and mental wellbeing: Qualitative findings from a cross-national survey of choir members, Journal of Public Mental Health, 11, 10, 10.1108\u002F17465721211207275\nLudke, 2018, Singing and arts activities in support of foreign language learning: An exploratory study, Innovation in Language Learning and Teaching, 12, 371, 10.1080\u002F17501229.2016.1253700\nLudke, 2014, Singing can facilitate foreign language learning, Memory & Cognition, 42, 41, 10.3758\u002Fs13421-013-0342-5\nMilovanov, 2010, foreign language pronunciation skills and musical aptitude: A study of Finnish adults with higher education, Learning and Individual Differences, 20, 56, 10.1016\u002Fj.lindif.2009.11.003\nMilovanov, 2011, The interplay between musical and linguistic aptitudes: A review, Frontiers in Psychology, 2\nNiedersächsisches Kultusministerium [Lower Saxony's Ministery of Education], 2018, Kerncurriculum für die Grundschule, Schuljahrgänge, 3\nPatel, 2003, Language, music, syntax and the brain, Nature Neuroscience, 6, 674, 10.1038\u002Fnn1082\nPeretz, 2015, Neural overlap in processing music and speech, Philosophical Transactions of the Royal Society B: Biological Sciences, 370, 10.1098\u002Frstb.2014.0090\nQuinn, 2006, The perception of tempo in music, Perception, 35, 267, 10.1068\u002Fp5353\nRacette, 2007, Learning lyrics: To sing or not to sing?, Memory & Cognition, 35, 242, 10.3758\u002FBF03193445\nRainey, 2002, The effect of familiar melodies on initial learning and long-term memory for unconnected text, Music Perception: An Interdisciplinary Journal, 20, 173, 10.1525\u002Fmp.2002.20.2.173\nRoden, 2013, Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study, Psychology of Music, 42, 284, 10.1177\u002F0305735612471239\nRoden, 2014, Effects of music training on attention, processing speed and cognitive music abilities — findings from a longitudinal study, Applied Cognitive Psychology, 28, 545, 10.1002\u002Facp.3034\nRoden, 2016, Effects of music and natural science training on aggressive behavior, Learning and Instruction, 45, 85, 10.1016\u002Fj.learninstruc.2016.07.002\nRoncaglia-Denissen, 2016, The enhanced musical rhythmic perception in second language learners, Frontiers in Human Neuroscience, 10, 288, 10.3389\u002Ffnhum.2016.00288\nSala, 2017, When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis, Educational Research Review, 20, 55, 10.1016\u002Fj.edurev.2016.11.005\nSalcedo, 2010, The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal, Journal of College Teaching & Learning, 7, 19\nSamson, 1991, Recognition memory for text and melody of songs after unilateral temporal lobe lesion: Evidence for dual encoding, Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 793\nSchön, 2008, Songs as an aid for language acquisition, Cognition, 106, 975, 10.1016\u002Fj.cognition.2007.03.005\nSchön, 2011, Musical expertise and statistical learning of musical and linguistic structures, Frontiers in Psychology, 2\nSerafine, 1984, Integration of melody and text in memory for songs, Cognition, 16, 285, 10.1016\u002F0010-0277(84)90031-3\nStanat, 2012, Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program, Learning and Instruction, 22, 159, 10.1016\u002Fj.learninstruc.2011.10.002\nSteinbrink, 2019, Are temporal and tonal musical skills related to phonological awareness and literacy skills? – evidence from two cross-sectional studies with children from different age groups, Frontiers in Psychology, 10\nTallal, 2006, Dynamic auditory processing, musical experience and language development, Trends in Neurosciences, 29, 382, 10.1016\u002Fj.tins.2006.06.003\nTamminen, 2017, The impact of music on learning and consolidation of novel words, Memory, 25, 107, 10.1080\u002F09658211.2015.1130843\nThiessen, 2009, How the melody facilitates the message and vice versa in infant learning and memory, Annals of the New York Academy of Science, 1169, 225, 10.1111\u002Fj.1749-6632.2009.04547.x\nTrehub, 2003, The developmental origins of musicality, Nature Neuroscience, 6, 669, 10.1038\u002Fnn1084\nVitale, 2011, Music makes you smarter: A new paradigm? 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2017, Interest: Knowns, unknowns, and basic processes, 3\nAinley, 2002, Interest, learning, and the psychological processes that mediate their relationship, Journal of Educational Psychology, 94, 545, 10.1037\u002F0022-0663.94.3.545\nAlexander, 2003, The development of expertise: The journey from acclimation to proficiency, Educational Researcher, 32, 10, 10.3102\u002F0013189X032008010\nChen, 2007, Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, 464, 10.1080\u002F10705510701301834\nFryer, 2016, Modelling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about?, Learning and Individual differences, 50, 57, 10.1016\u002Fj.lindif.2016.08.011\nFryer, 2017, Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners, Computers in Human Behavior, 75, 461, 10.1016\u002Fj.chb.2017.05.045\nFryer, 2019, Chatbot learning partners: Connecting learning experiences, interest and competence, Computers in Human Behaviour, 93, 279, 10.1016\u002Fj.chb.2018.12.023\nFryer, L. K. & Fryer, K. (2019, Sept 19).情報処理装置、情報プログラ ムおよびこれを記録した記録媒体、ならびに情報 処理方法. Patent application # 2017–165970 Patent # 6585129 (Japan).[Dynamic touch-based interface for survey self-report; Translation of Japanese patent title: information processor (information technology equipment), information program and a medium for the recording, and a method of information processing].\nFryer, 2020, Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experience, Learning and Individual Differences, 10.1016\u002Fj.lindif.2020.101850\nFryer, 2020, Teaching for course interest, Studies in Higher Education\nFryer, 2020, The Future of Survey Self-report: An experimental test of Likert, VAS, Slide, & \"Swipe\" touch interfaces, FrontLine Learning Research, 10.14786\u002Fflr.v8i3.501\nAzevedo, 2013, Knowing the stability of model rockets: A study of learning in interest-based practices, Cognition and Instruction, 31, 345, 10.1080\u002F07370008.2013.799168\nBandura, 1993, Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28, 117, 10.1207\u002Fs15326985ep2802_3\nBandura, 1997\nBandura, 2011, On the functional properties of perceived self-efficacy revisited, Journal of Management, 38, 9, 10.1177\u002F0149206311410606\nBergin, 1999, Influences on classroom interest, Educational Psychologist, 34, 87, 10.1207\u002Fs15326985ep3402_2\nBergin, 2016, Social influences on interest, Educational Psychologist, 51, 7, 10.1080\u002F00461520.2015.1133306\nBergin, 2013, Learn more: Show what you know, Phi Delta Kappan, 95, 54, 10.1177\u002F003172171309500110\nBoekaerts, 1999, Motivated learning: Studying student-situation transactional units, European Journal of Psychology of Education, 14, 41, 10.1007\u002FBF03173110\nBrowne, 1992, Alternative ways of assessing model fit, Sociological Methods & Research, 21, 230, 10.1177\u002F0049124192021002005\nBurnette, 2020, A Growth mind-set intervention improves interest but not academic performance in the field of computer science, Social Psychological and Personality Science, 11, 107, 10.1177\u002F1948550619841631\nCanning, 2019, Utility value and intervention framing, Vol. 8, 645\nCavanagh, 2011, Students' experiences of active engagement through cooperative learning activities in lectures, Active Learning in Higher Education, 12, 23, 10.1177\u002F1469787410387724\nChen, 2016, A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis, Learning and Instruction, 41, 11, 10.1016\u002Fj.learninstruc.2015.09.007\nDaudelin, 1996, Learning from experience through reflection, Organizational Dynamics, 24, 36, 10.1016\u002FS0090-2616(96)90004-2\nDevellis, 2012\nDewey, 1913\nDochy, 1999, The relation between assessment practices and outcomes of studies: The case of research on prior knowledge, Review of Educational Research, 69, 145, 10.3102\u002F00346543069002145\nDurik, 2009, Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest, Learning and Individual Differences, 19, 155, 10.1016\u002Fj.lindif.2008.08.005\nEnders, 2010\nFryer, 2019, Supporting interest in a study domain_ A longitudinal test of the interplay between interest, utility-value, and competence beliefs, Learning and Instruction, 60, 252, 10.1016\u002Fj.learninstruc.2017.11.002\nFryer, 2017, Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners, Computers in Human Behavior, 75, 461, 10.1016\u002Fj.chb.2017.05.045\nGrigg, 2018, Relations among math self-efficacy, interest, intentions, and achievement: A social cognitive perspective, Contemporary Educational Psychology, 53, 73, 10.1016\u002Fj.cedpsych.2018.01.007\nHarackiewicz, 2016, Interest matters: The importance of promoting interest in education, Policy Insights from the Behavioral and Brain Sciences, 1\nHazari, 2017, Interest in STEM is contagious for students in biology, chemistry, and physics classes, Science Advances, 3, e1700046, 10.1126\u002Fsciadv.1700046\nHidi, 1990, Interest and its contribution as a mental resource for learning, Review of Educational Research, 60, 549, 10.3102\u002F00346543060004549\nHidi, 2007, The role of interest and self- efficacy in science-related expository writing, 203\nHidi, 1992, Situational interest and its impact on reading and expository writing, The role of interest in learning and development, 11, 213\nHidi, 2006, The four-phase model of interest development, Educational Psychologist, 41, 111, 10.1207\u002Fs15326985ep4102_4\nHoffmann, 2002, Promoting girls' interest and achievement in physics classes for beginners, Learning and Instruction, 12, 447, 10.1016\u002FS0959-4752(01)00010-X\nHonicke, 2016, The influence of academic self-efficacy on academic performance: A systematic review, Educational Research Review, 17, 63, 10.1016\u002Fj.edurev.2015.11.002\nHu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, 10.1080\u002F10705519909540118\nHulleman, 2010, Enhancing interest and performance with a utility value intervention, Journal of Educational Psychology, 102, 880, 10.1037\u002Fa0019506\nJames, 1983\nJansen, 2016, Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains, Contemporary Educational Psychology, 46, 116, 10.1016\u002Fj.cedpsych.2016.05.004\nKeith, 2015\nKnogler, 2015, How situational is situational interest? Investigating the longitudinal structure of situational interest, Contemporary Educational Psychology, 43, 39, 10.1016\u002Fj.cedpsych.2015.08.004\nKosovich, 2017, Measuring motivation in educational settings: A case for pragmatic measurement. To appear, 39\nKrapp, 2002, Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective, Learning and Instruction, 12, 383, 10.1016\u002FS0959-4752(01)00011-1\nKrapp, 1992, Interest, learning, and devel- opment\nMaas, 2005, Sufficent sample sizes for multilevel modeling, Methodology, 1, 86, 10.1027\u002F1614-2241.1.3.86\nMarsh, 1988, Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size, Psychological Bulletin, 103, 391, 10.1037\u002F0033-2909.103.3.391\nMarsh, 2013, Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects, Developmental Psychology, 49, 1194, 10.1037\u002Fa0026913\nMarsh, 2005, Academic self-concept, interest, grades, and standardized test scores, Reciprocal effects models of causal ordering, 76, 397\nMoeller, 2020, Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design, Frontline Learning Research, 8, 63, 10.14786\u002Fflr.v8i3.529\nMuthén, 2014\nNuutila, 2020, Reciprocal predictions between interest, self-efficacy, and performance during a task, Frontiers in Education, 5\nNuutila, 2018, Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics, Learning and Instruction, 56, 73, 10.1016\u002Fj.learninstruc.2018.04.003\nPeterson, 2019, Curiosity and interest: Current perspectives, Educational Psychology Review, 31, 781, 10.1007\u002Fs10648-019-09513-0\nRaykov, 2009, Evaluation of scale reliability for unidimensional measures using latent variable modeling, Measurement and Evaluation in counceling and devlelopment, 42, 223, 10.1177\u002F0748175609344096\nRenninger, 2011, Revisiting the conceptualization, measurement, and generation of interest, Educational Psychologist, 46, 168, 10.1080\u002F00461520.2011.587723\nRenninger, 2016\nRenninger, 2019, Interest development as a dynamic process in the Workplace, 39\nRenninger, 2020, To level the playing field, develop interest, Policy Insights From the Behavioral and Brain Sciences, 7, 10, 10.1177\u002F2372732219864705\nRenninger, 1992\nRenninger, 2019\nRenninger, 2014, Assessing STEM Interest as a Developmental Motivational Variable. Poster presented as part of a structured poster session\nRenninger, 2019, Interest and its development, 205\nRichardson, 2012, Psychological correlates of university students' academic performance: A systematic review and meta-analysis, Psychological Bulletin, 138, 353, 10.1037\u002Fa0026838\nRotgans, 2017, The relation between individual interest and knowledge acquisition, British Educational Research Journal, 43, 350, 10.1002\u002Fberj.3268\nRotgans, 2018, How individual interest influences situational interest and how both are related to knowledge acquisition: A microanalytical investigation, The Journal of Educational Research, 111, 530, 10.1080\u002F00220671.2017.1310710\nSchiefele, 1991, Interest, learning, and motivation, Educational Psychologist, 26, 299, 10.1080\u002F00461520.1991.9653136\nSchiefele, 1992, Topic interest and levels of text comprehension\nSchiefele, 1996, Topic interest, text representation, and quality of experience, Contemporary Educational Psychology, 21, 3, 10.1006\u002Fceps.1996.0002\nSchiefele, 1993, Metaanalysis of the connection between interest and scholastic achievement, Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie, 25, 120\nSchneider, 2017, Variables associated with achievement in higher education: A systematic review of meta-analyses, Psychological Bulletin, 143, 10.1037\u002Fbul0000098\nSchwan, 2014, Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums, Educational Psychologist, 49, 70, 10.1080\u002F00461520.2014.917588\nShin, 2019, Science for All: Boosting the science motivation of elementary school students with utility value intervention, Learning and Instruction, 60, 104, 10.1016\u002Fj.learninstruc.2018.12.003\nShum, A., Lau, P. & Fryer, L. 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1977, Temporal comparison theory, Psychological Review, 84, 485, 10.1037\u002F0033-295X.84.6.485\nBandura, 1986\nBandura, 2006, Going global with social cognitive theory: from prospect to paydirt, 53\nBandura, 2006, Toward a psychology of human agency, Perspectives on Psychological Science, 1, 164, 10.1111\u002Fj.1745-6916.2006.00011.x\nBong, 1998, Tests of the internal\u002Fexternal frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts, Journal of Educational Psychology, 90, 102, 10.1037\u002F0022-0663.90.1.102\nBong, 2003, Academic self-concept and self-efficacy: how different are they really?, Educational Psychology Review, 15, 1, 10.1023\u002FA:1021302408382\nChen, 2001, Validation of a new general Self-Efficacy Scale, Organizational Research Methods, 4, 62, 10.1177\u002F109442810141004\nChen, 2013, The relationship between academic self-concept and achievement: a multicohort–multioccasion study, Learning and Individual Differences, 23, 172, 10.1016\u002Fj.lindif.2012.07.021\nChiu, 2008, Achievements and self-concepts in a comparison of mathematics and science: exploring the internal\u002Fexternal frame of reference model across 28 countries, Educational Research and Evaluation, 14, 235, 10.1080\u002F13803610802048858\nChiu, 2012, The internal\u002Fexternal frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science, Journal of Educational Psychology, 104, 87, 10.1037\u002Fa0025734\nCrain, 1996, The influence of age, race, and gender on child and adolescent multidimensional self-concept, 395\nDickhäuser, 2003, Überprüfung des erweiterten modells des internal\u002Fexternal frame of reference, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35, 200, 10.1026\u002F\u002F0049-8637.35.4.200\nDiener, 2000, Subjective well-being—The science of happiness and a proposal for a national index, American Psychologist, 55, 34, 10.1037\u002F0003-066X.55.1.34\nDiener, 1997, Social comparison and subjective well-being, 329\nEccles, 1999, Self-evaluations of competence, task values, and self-esteem, 53\nEccles, 2004, The relation of early adolescent plans, and both academic ability and task value beliefs to subsequent college enrollment, Journal of Early Adolescence, 24, 63, 10.1177\u002F0272431603260919\nEccles, 1993, Age and gender differences in children's self and task perceptions during elementary school, Child Development, 64, 830, 10.2307\u002F1131221\nFerla, 2009, Academic self-efficacy and academic self-concept: reconsidering structural relationships, Learning and Individual Differences, 19, 499, 10.1016\u002Fj.lindif.2009.05.004\nFestinger, 1954, A theory of social comparison processes, Human Relations, 7, 117, 10.1177\u002F001872675400700202\nGoetz, 2010, Academic self-concept and emotion relations: domain specificity and age effects, Contemporary Educational Psychology, 35, 44, 10.1016\u002Fj.cedpsych.2009.10.001\nGoetz, 2008, Antecedents of academic emotions: testing the internal\u002Fexternal frame of reference model for academic enjoyment, Contemporary Educational Psychology, 33, 9, 10.1016\u002Fj.cedpsych.2006.12.002\nGoetz, 2006, The domain specificity of academic emotional experiences, The Journal of Experimental Education, 75, 5, 10.3200\u002FJEXE.75.1.5-29\nGuay, 2004, Academic self-concept and educational attainment level: a ten-year longitudinal study, Self and Identity, 3, 53, 10.1080\u002F13576500342000040\nHeller, 2000\nHu, 1999, Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, 10.1080\u002F10705519909540118\nJames, 1890\nJerusalem, 1992, Self-efficacy as a resource factor in stress appraisal processes, 195\nMarsh, 1986, Verbal and math self-concepts: an internal\u002Fexternal frame of reference model, American Educational Research Journal, 23, 129, 10.3102\u002F00028312023001129\nMarsh, 1989, Age and sex effects in multiple dimensions of self-concept: preadolescence to early-adulthood, Journal of Educational Psychology, 81, 417, 10.1037\u002F0022-0663.81.3.417\nMarsh, 1990, A multidimensional, hierarchical model of self-concept: theoretical and empirical justification, Educational Psychology Review, 2, 77, 10.1007\u002FBF01322177\nMarsh, 1990, The influences of internal and external frames of reference on the formation of math and English self-concepts, Journal of Educational Psychology, 82, 107, 10.1037\u002F0022-0663.82.1.107\nMarsh, 1991, The failure of high ability high schools to deliver academic benefits: the importance of academic self-concept and educational aspirations, American Educational Research Journal, 28, 445, 10.3102\u002F00028312028002445\nMarsh, 1993, Academic self-concept: theory measurement and research, 4, 59\nMarsh, 1994, Sport motivation orientations: beware of the jingle-jangle fallacies, Journal of Sport and Exercise Psychology, 16, 365, 10.1123\u002Fjsep.16.4.365\nMarsh, 2007\nMarsh, 2013, Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: a comparison of Arab and Anglo-Saxon countries, Journal of Educational Psychology, 105, 108, 10.1037\u002Fa0029907\nMarsh, 1988, Goodness-of fit indices in confirmatory factor analysis: the effect of sample size, Psychological Bulletin, 102, 391, 10.1037\u002F0033-2909.103.3.391\nMarsh, 1988, A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement, Journal of Educational Psychology, 80, 366, 10.1037\u002F0022-0663.80.3.366\nMarsh, 2006, Reciprocal effects of self-concept and performance from a multidimensional perspective: beyond seductive pleasure and unidimensional perspectives, Perspectives on Psychological Science, 1, 133, 10.1111\u002Fj.1745-6916.2006.00010.x\nMarsh, 2003, Evaluation of the Big-Two-Factor Theory of academic motivation orientations: an evaluation of jingle-jangle fallacies, Multivariate Behavioral Research, 38, 189, 10.1207\u002FS15327906MBR3802_3\nMarsh, 2004, Explaining paradoxical relations between academic self-concepts and achievements: cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries, Journal of Educational Psychology, 96, 56, 10.1037\u002F0022-0663.96.1.56\nMarsh, 2006, OECD's brief self-report measure of educational psychology's most useful affective constructs: cross-cultural, psychometric comparisons across 25 countries, International Journal of Testing, 6, 311, 10.1207\u002Fs15327574ijt0604_1\nMarsh, 2001, Extension of the internal\u002Fexternal frame of reference model of self-concept formation: importance of native and nonnative languages for Chinese students, Journal of Educational Psychology, 93, 543, 10.1037\u002F0022-0663.93.3.543\nMarsh, 2014, Internal\u002FExternal frame of reference model\nMarsh, 2008, Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept, Personality and Social Psychology Bulletin, 34, 542, 10.1177\u002F0146167207312313\nMarsh, 2010, Long-term total negative effects of school-average ability on diverse educational outcomes: direct and indirect effects of the big-fish-little-pond effect, German Journal of Educational Psychology, 24, 51\nMarsh, 1997, Item-specific efficacy judgments in mathematical problem solving: the downside of standing too close to trees in a forest, Contemporary Educational Psychology, 22, 363, 10.1006\u002Fceps.1997.0942\nMarsh, 2010, Phantom behavioral assimilation effects: systematic biases in social comparison choice studies, Journal of Personality, 78, 671, 10.1111\u002Fj.1467-6494.2010.00630.x\nMarsh, 2008, The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research, Educational Psychology Review, 20, 319, 10.1007\u002Fs10648-008-9075-6\nMarsh, 1985, Self-concept: Its multifaceted, hierarchical structure, Educational Psychologist, 20, 107, 10.1207\u002Fs15326985ep2003_1\nMarsh, 2008, Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: role of generalized and specific others, Journal of Educational Psychology, 100, 510, 10.1037\u002F0022-0663.100.3.510\nMarsh, 1991, Subject-specific components of academic self-concept and self-efficacy, Contemporary Educational Psychology, 16, 331, 10.1016\u002F0361-476X(91)90013-B\nMarsh, 1997, Coursework selection: the effects of academic self-concept and achievement, American Educational Research Journal, 34, 691, 10.3102\u002F00028312034004691\nMöller, 2005, Paradoxical effects of praise and criticism: social, dimensional, and temporal comparisons, British Journal of Educational Psychology, 75, 275, 10.1348\u002F000709904X24744\nMöller, 2006, Internal comparisons in everyday life, Journal of Educational Psychology, 98, 342, 10.1037\u002F0022-0663.98.2.342\nMöller, 2001, Dimensional comparisons: an experimental approach to the internal\u002Fexternal frame of reference model, Journal of Educational Psychology, 93, 826, 10.1037\u002F0022-0663.93.4.826\nMöller, 2001, Frame of reference effects following the announcement of exam results, Contemporary Educational Psychology, 26, 277, 10.1006\u002Fceps.2000.1055\nMöller, 2013, Dimensional comparison theory, Psychological Review, 120, 544, 10.1037\u002Fa0032459\nMöller, 2009, A meta-analytic path analysis of the internal\u002Fexternal frame of reference model of academic achievement and academic self-concept, Review of Educational Research, 79, 1129, 10.3102\u002F0034654309337522\nMöller, 2011, The reciprocal I\u002FE model: an integration of models of relations between academic achievement and self-concept, American Educational Research Journal, 48, 1315, 10.3102\u002F0002831211419649\nMöller, 2003, 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1999\nBaddeley, 1978, The influence of length and frequency of training session on the rate of learning to type, Ergonomics, 21, 627, 10.1080\u002F00140137808931764\nBahrick, 1993, Maintenance of foreign language vocabulary and the spacing effect, Psychological Science, 4, 316, 10.1111\u002Fj.1467-9280.1993.tb00571.x\nBalch, 2006, Encouraging distributed study: a classroom experiment on the spacing effect, Teaching of Psychology, 33, 249\nBird, 2010, Effects of distributed practice on the acquisition of second language English syntax, Applied Psycholinguistics, 31, 635, 10.1017\u002FS0142716410000172\nBloom, 1956\nBloom, 1981, Effects of massed and distributed practice on the learning and retention of second-language vocabulary, Journal of Educational Research, 74, 245, 10.1080\u002F00220671.1981.10885317\nCarpenter, 2012, Using spacing to enhance diverse forms of learning: review of recent research and implications for instruction, Educational Psychology Review, 24, 369, 10.1007\u002Fs10648-012-9205-z\nCarpenter, 2005, Application of the testing and spacing effects to name learning, Applied Cognitive Psychology, 19, 619, 10.1002\u002Facp.1101\nCarpenter, 2009, Using tests to enhance 8th grade students' retention of U.S. history facts, Applied Cognitive Psychology, 23, 760, 10.1002\u002Facp.1507\nCarpenter, 2008, The effects of testing on learning and forgetting, Memory & Cognition, 36, 438, 10.3758\u002FMC.36.2.438\nCase, 2009, Teaching and assessing the “tools” for thinking, 197\nCepeda, 2009, Optimizing distributed practice: theoretical analysis and practical implications, Experimental Psychology, 56, 236, 10.1027\u002F1618-3169.56.4.236\nCepeda, 2006, Distributed practice in verbal recall tasks: a review and quantitative synthesis, Psychological Bulletin, 132, 354, 10.1037\u002F0033-2909.132.3.354\nCepeda, 2008, Spacing effects in learning: a temporal ridgeline of optimal retention, Psychological Science, 19, 1095, 10.1111\u002Fj.1467-9280.2008.02209.x\nChan, 2006, Retrieval induced facilitation: initially nontested material can benefit from prior testing of related material, Journal of Experimental Psychology: General, 135, 553, 10.1037\u002F0096-3445.135.4.553\nDelaney, 2010, Spacing and testing effects: a deeply critical, lengthy, and at times discursive review of the literature, The Psychology of Learning and Motivation: Advances in Research and Theory, 53, 63, 10.1016\u002FS0079-7421(10)53003-2\nDempster, 1988, The spacing effect: a case study in the failure to apply the results of psychological research, American Psychologist, 43, 627, 10.1037\u002F0003-066X.43.8.627\nDeRemer, 1974, Locus of distributed lag effect in free recall, Journal of Verbal Learning and Verbal Behavior, 13, 167, 10.1016\u002FS0022-5371(74)80041-1\nDonovan, 1999, A meta-analytic review of the distribution of practice effect, Journal of Applied Psychology, 84, 795, 10.1037\u002F0021-9010.84.5.795\nDunlosky, 2012, Despite their promise, there's still a lot to learn about techniques that support durable learning, Journal of Applied Research in Memory and Cognition, 1, 254, 10.1016\u002Fj.jarmac.2012.10.003\nEnnis, 1987, A taxonomy of critical thinking dispositions and abilities, 9\nFishman, 1968, Massed versus distributed practice in computerized spelling drills, Journal of Educational Psychology, 59, 290, 10.1037\u002Fh0020055\nGay, 1973, Temporal position of reviews and its effect on the retention of mathematical rules, Journal of Educational Psychology, 64, 171, 10.1037\u002Fh0034595\nGlenberg, 1979, Component-levels theory of the effects of spacing of repetitions on recall and recognition, Memory & Cognition, 7, 95, 10.3758\u002FBF03197590\nGluckman, 2014, Spacing simultaneously promotes multiple forms of learning in children's science curriculum, Applied Cognitive Psychology, 28, 266, 10.1002\u002Facp.2997\nGordon, 1925, Class results with spaced and unspaced memorizing, Journal of Experimental Psychology, 8, 337, 10.1037\u002Fh0064623\nHalpern, 2003\nHayes, 2007, Answering the call for a standard reliability measure for coding data, Communication Methods and Measures, 1, 77, 10.1080\u002F19312450709336664\nHelsdingen, 2011, The effects of practice schedule on learning a complex judgment task, Learning and Instruction, 21, 126, 10.1016\u002Fj.learninstruc.2009.12.001\nJaniszewski, 2003, A meta-analysis of the spacing effect in verbal learning: implications for research on advertising repetition and consumer memory, Journal of Consumer Research, 30, 138, 10.1086\u002F374692\nKang, 2012, Learning painting styles: spacing is advantageous when it promotes discriminative contrast, Applied Cognitive Psychology, 26, 97, 10.1002\u002Facp.1801\nKiepert, 2009\nKornell, 2009, Optimizing learning using flashcards: spacing is more effective than cramming, Applied Cognitive Psychology, 23, 1297, 10.1002\u002Facp.1537\nKornell, 2008, Learning concepts and categories: is spacing the “enemy of induction”?, Psychological Science, 19, 585, 10.1111\u002Fj.1467-9280.2008.02127.x\nKrathwohl, 2002, A revision of Bloom's taxonomy: an overview, Theory into Practice, 41, 212, 10.1207\u002Fs15430421tip4104_2\nKuhn, 1999, A developmental model of critical thinking, Educational Researcher, 28, 10.3102\u002F0013189X028002016\nKüpper-Tetzel, 2014, The lag effect in secondary school classrooms: enhancing students' memory for vocabulary, Instructional Science, 42, 373, 10.1007\u002Fs11251-013-9285-2\nLittle, 2011, The costs and benefits of testing text materials, Memory, 19, 346, 10.1080\u002F09658211.2011.569725\nMackay, 2002, Practice distribution in procedural skills training: a randomized controlled trial, Surgical Endoscopy, 16, 957, 10.1007\u002Fs00464-001-9132-4\nMcPeck, 1981\nMinistry of Education, 2008, 24\nMoss, 1995\nMoulton, 2006, Teaching surgical skills: what kind of practice makes perfect?, Annals of Surgery, 244, 400, 10.1097\u002F01.sla.0000234808.85789.6a\nPanchuk, 2013, The effect of practice distribution and experience on the performance and retention of a discrete sport skill, Perceptual & Motor Skills, 116, 1, 10.2466\u002F23.30.PMS.116.3.750-760\nPashler, 2005, When does feedback facilitate learning of words?, Journal of Experimental Psychology Learning Memory and Cognition, 31, 3, 10.1037\u002F0278-7393.31.1.3\nPashler, 2007, Enhancing learning and retarding forgetting: choices and consequences, Psychonomic Bulletin and Review, 14, 187, 10.3758\u002FBF03194050\nPyle, 1915, Concentrated versus distributed practice, Journal of Educational Psychology, 5, 247, 10.1037\u002Fh0074998\nRawson, 2005, Rereading effects depend on time of test, Journal of Educational Psychology, 97, 70, 10.1037\u002F0022-0663.97.1.70\nReynolds, 1964, Effects of repetition and spaced review upon retention of a complex learning task, Journal of Educational Psychology, 55, 297, 10.1037\u002Fh0040734\nRoediger, 2006, Test-enhanced learning: taking memory tests improves long-term retention, Psychological Science, 17, 249, 10.1111\u002Fj.1467-9280.2006.01693.x\nRoediger, 2006, The power of testing memory: basic research and implications for educational practice, Perspectives on Psychological Science, 1, 181, 10.1111\u002Fj.1745-6916.2006.00012.x\nRohrer, 2009, The effects of spacing and mixing practice problems, Journal for Research in Mathematics Education, 40, 4, 10.5951\u002Fjresematheduc.40.1.0004\nRohrer, 2006, The effects of overlearning and distributed practice on the retention of mathematics knowledge, Applied Cognitive Psychology, 20, 1209, 10.1002\u002Facp.1266\nRohrer, 2007, The shuffling of mathematics problems improves learning, Instructional Science, 35, 481, 10.1007\u002Fs11251-007-9015-8\nSeabrook, 2005, Distributed and massed practice: from laboratory to classroom, Applied Cognitive Psychology, 19, 107, 10.1002\u002Facp.1066\nShea, 2000, Spacing practice sessions across days benefits the learning of motor skills, Human Movement Science, 19, 737, 10.1016\u002FS0167-9457(00)00021-X\nSimmons, 2012, Distributed practice and procedural memory consolidation in musicians' skill learning, Journal of Research in Music Education, 59, 357, 10.1177\u002F0022429411424798\nSmith, 1984, Contextual enrichment and distribution of practice in the classroom, Cognition and Instruction, 1, 341, 10.1207\u002Fs1532690xci0103_4\nSobel, 2011, Spacing effects in real-world classroom vocabulary learning, Applied Cognitive Psychology, 25, 763, 10.1002\u002Facp.1747\nThios, 1976, Effects of repetition as a function of study-phase retrieval, Journal of Verbal Learning and Verbal Behavior, 15, 529, 10.1016\u002F0022-5371(76)90047-5\nVerkoeijen, 2008, Distributed rereading can hurt the spacing effect in text memory, Applied Cognitive Psychology, 22, 685, 10.1002\u002Facp.1388\nVlach, 2012, Distributed learning over time: the spacing effect in children's acquisition and generalization of science 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2017, Individual, social, and family factors associated with high school dropout among low-SES youth: Differential effects as a function of immigrant status, British Journal of Educational Psychology, 87, 456, 10.1111\u002Fbjep.12159\nArchambault, 2017, Joint trajectories of behavioral, affective, and cognitive engagement in elementary school, The Journal of Educational Research, 110, 188, 10.1080\u002F00220671.2015.1060931\nArchambault, 2009, Student engagement and its relationship with early high school dropout, Journal of Adolescence, 32, 651, 10.1016\u002Fj.adolescence.2008.06.007\nArchambault\nArchambault, 2013, Validation of the School Engagement Dimensions Scale (SEDS) for elementary school students, Canadian Journal of Behavioural Science, 41, 187, 10.1037\u002Fa0015261\nBorkovev, 2004, Avoidance theory of worry and generalized anxiety disorder, 77\nCarter, 2010, Prevalence of DSM-IV disorder in a representative, healthy birth cohort at school entry: Sociodemographic risks and social adaptation, Journal of the American Academy of Child & Adolescent Psychiatry, 49, 686\nCorsini, 2002\nDemmer, 2017, Sex differences in the prevalence of oppositional defiant disorder during middle childhood: A meta-analysis, Journal of Abnormal Child Psychology, 45, 313, 10.1007\u002Fs10802-016-0170-8\nDuchesne, 2008, Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion, Journal of Youth and Adolescence, 37, 1134, 10.1007\u002Fs10964-007-9224-0\nDuncan, 2007, School readiness and later achievement, Developmental Psychology, 43, 1428, 10.1037\u002F0012-1649.43.6.1428\nEllis, 1988, Resource allocation model of the effects of depressed mood states on memory, 25\nFanti, 2010, Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the national institute of child health and human development study of early child care, Developmental Psychology, 46, 1159, 10.1037\u002Fa0020659\nFinn, 1989, Withdrawing from school, Review of Educational Research, 59, 117, 10.3102\u002F00346543059002117\nFredricks, 2004, School engagement: Potential of the concept, state of the evidence, Review of Educational Research, 74, 59, 10.3102\u002F00346543074001059\nFredricks, 2017, Supporting girls' and boys' engagement in math and science learning: A mixed methods study, Journal of Research in Science Teaching, 55, 271, 10.1002\u002Ftea.21419\nFredricks, 2019, Profiles of school disengagement: Not all disengaged students are alike, 31\nGestsdóttir, 2007, Intentional self-regulation and positive youth development in early adolescence: Findings from the 4-H Study of Positive Youth Development, Developmental Psychology, 43, 508, 10.1037\u002F0012-1649.43.2.508\nGhandour, 2019, Prevalence and treatment of depression, anxiety, and conduct problems in US children, The Journal of Pediatrics, 206, 256, 10.1016\u002Fj.jpeds.2018.09.021\nGoodman, 1997, The strengths and difficulties questionnaire: A research note, Journal of Child Psychology and Psychiatry, 38, 581, 10.1111\u002Fj.1469-7610.1997.tb01545.x\nGuo, 2015, Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis, Journal of Educational Psychology, 107, 332, 10.1037\u002Fa0037638\nHawthorne, 2019, Well-being as a cognitive load reducing agent: A review of the literature, Frontiers in Education, 4, 10.3389\u002Ffeduc.2019.00121\nHong, 2020, The longitudinal linkages among Chinese children's behavioral, cognitive, and emotional engagement within a mathematics context, Educational Psychology, 40, 666, 10.1080\u002F01443410.2020.1719981\nJang, 2016, Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model, Learning and Instruction, 42, 27, 10.1016\u002Fj.learninstruc.2016.01.002\nKautz, 2014, Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749), National Bureau of Economic Research\nLam, 2012, Understanding student engagement with a contextual model, 403\nLazarides, 2019, Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support, Learning and Instruction, 60, 126, 10.1016\u002Fj.learninstruc.2018.01.012\nLeventhal, 2019, Neighborhood effects on youth development in experimental and nonexperimental research, Annual Review of Developmental Psychology, 1, 149, 10.1146\u002Fannurev-devpsych-121318-085221\nvan Lier, 2010, Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school, Development and Psychopathology, 22, 569, 10.1017\u002FS0954579410000283\nLi, 2011, Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use, Developmental Psychology, 47, 233, 10.1037\u002Fa0021307\nLi, 2013, Interrelations of behavioral, emotional, and cognitive school engagement in high school students, Journal of Youth and Adolescence, 42, 20, 10.1007\u002Fs10964-012-9857-5\nLittle, 2013\nMarsh, 2005, Goodness of fit in structural equation models, 275\nMaughan, 2004, Conduct disorder and oppositional defiant disorder in a national sample: Developmental epidemiology, Journal of Child Psychology and Psychiatry, 45, 609, 10.1111\u002Fj.1469-7610.2004.00250.x\nMiller, 2017, The role of family income dynamics in predicting trajectories of internalizing and externalizing problems, Journal of Abnormal Child Psychology, 45, 543, 10.1007\u002Fs10802-016-0181-5\nMuthén, 1998\nOlivier, 2018, Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement?, Journal of School Psychology, 22\nOlivier, 2020, Need-supportive teaching and student engagement : Comparing the additive, synergistic, and balanced contributions, Learning and Instruction, 71, 1\nOlivier, 2020, Internalizing and externalizing behavior problems and student engagement in elementary and secondary school students, Journal of Youth and Adolescence, 161\nPöysä, 2018, Variation in situation-specific engagement among lower secondary school students, Learning and Instruction, 53, 64, 10.1016\u002Fj.learninstruc.2017.07.007\nPreacher, 2008, Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, 879, 10.3758\u002FBRM.40.3.879\nRapee, 2009, Anxiety disorders during childhood and adolescence: Origins and treatment, Annual Review of Clinical Psychology, 5, 311, 10.1146\u002Fannurev.clinpsy.032408.153628\nReijneveld, 2005, Area deprivation and child psychosocial problems, Social Psychiatry and Psychiatric Epidemiology, 40, 18, 10.1007\u002Fs00127-005-0850-0\nReiss, 2013, Socioeconomic inequalities and mental health problems in children and adolescents: A systematic review, Social Science & Medicine, 90, 24, 10.1016\u002Fj.socscimed.2013.04.026\nSkinner, 2008, Engagement and disaffection in the classroom: Part of a larger motivational dynamic, Journal of Educational Psychology, 100, 765, 10.1037\u002Fa0012840\nSkinner, 2009, A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom, Educational and Psychological Measurement, 69, 493, 10.1177\u002F0013164408323233\nSlopen, 2011, Poverty, food insecurity, and the behavior for childhood internalizing and externalizing disorders, Journal of the American Academy of Child & Adolescent Psychiatry, 49, 444\nSmith, 2007, Making sense of multiple informants in child and adolescent psychopathology: A guide for clinicians, Journal of Psychoeducational Assessment, 25, 139, 10.1177\u002F0734282906296233\n2015, Table 11-10-0241-0. 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1999, A functional taxonomy of multiple representations, Computers & Education, 33, 131, 10.1016\u002FS0360-1315(99)00029-9\nAinsworth, 2006, DeFT: A conceptual framework for considering learning with multiple representations, Learning and Instruction, 16, 183, 10.1016\u002Fj.learninstruc.2006.03.001\nAinsworth, 2014, The multiple representation principle in multimedia learning, 464\nAinsworth, 2002, Examining the effects of different multiple representational systems in learning primary mathematics, The Journal of the Learning Sciences, 11, 25, 10.1207\u002FS15327809JLS1101_2\nAinsworth, 1998, There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills, Learning and Instruction, 8, 141, 10.1016\u002FS0959-4752(97)00013-3\nAndrá, 2015, Reading mathematics representations: An eye-tracking study, International Journal of Science and Mathematics Education, 13, 237, 10.1007\u002Fs10763-013-9484-y\nArndt, 2015, Text-picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning, Applied Cognitive Psychology, 29, 702, 10.1002\u002Facp.3154\nAtkinson, 1971, The control of short-term memory, Scientific American, 225, 82, 10.1038\u002Fscientificamerican0871-82\nBaddeley, 1992, Working memory, Science, 255, 556, 10.1126\u002Fscience.1736359\nBrünken, 2001, Mentale Modelle und Effekte der Präsentations- und Abrufkodalität beim Lernen mit Multimedia, Zeitschrift für Padagogische Psychologie, 15, 15\nButcher, 2014, The multimedia principle, 174\nChandler, 1996, Cognitive load while learning to use a computer program, Applied Cognitive Psychology, 10, 151, 10.1002\u002F(SICI)1099-0720(199604)10:2\u003C151::AID-ACP380>3.0.CO;2-U\nCox, 1995, Supporting the use of external representation in problem solving: The need for flexible learning environments, Journal of Artificial Intelligence in Education, 6, 239\nCromley, 2017, Relation of spatial skills to calculus proficiency: A brief report, Mathematical Thinking and Learning, 19, 55, 10.1080\u002F10986065.2017.1258614\nDebellis, 2006, Affect and meta-affect in mathematical problem solving: A representational perspective, Educational Studies in Mathematics, 63, 131, 10.1007\u002Fs10649-006-9026-4\nDee-Lucas, 1991, Equations in scientific Proofs: Effects on comprehension, American Educational Research Journal, 28, 661, 10.3102\u002F00028312028003661\nDuval, 1999, Representation, vision and visualization: Cognitive functions in mathematical thinking. Basic issues for learning, Vol. I, 3\nDuval, 2006, A cognitive analysis of problems of comprehension in a learning of mathematics, Educational Studies in Mathematics, 61, 103, 10.1007\u002Fs10649-006-0400-z\nEricsson, 1993, Vol. 3\nHegarty, 1993, Constructing mental models of machines from text and diagrams, Journal of Memory and Language, 32, 717, 10.1006\u002Fjmla.1993.1036\nHoffman, 2010, Conceptions of efficiency: Applications in learning and problem solving, Educational Psychologist, 45, 1, 10.1080\u002F00461520903213618\nJust, 1980, A theory of reading: From eye fixations to comprehension, Psychological Review, 87, 329, 10.1037\u002F0033-295X.87.4.329\nKalyuga, 2003, The expertise reversal effect, Educational Psychologist, 38, 23, 10.1207\u002FS15326985EP3801_4\nKalyuga, 2000, Incorporating learner experience into the design of multimedia instruction, Journal of Educational Psychology, 92, 126, 10.1037\u002F0022-0663.92.1.126\nKalyuga, 2004, When redundant on-screen text in multimedia technical instruction can interfere with learning, Human Factors, 46, 567, 10.1518\u002Fhfes.46.3.567.50405\nKalyuga, 2014, The redundancy principle in multimedia learning, 247\nKaput, 1987, Towards a theory of symbol use in mathematics, 159\nKoedinger, 2008, Trade-offs between grounded and abstract representations: Evidence from algebra problem solving, Cognitive Science: A Multidisciplinary Journal, 32, 366, 10.1080\u002F03640210701863933\nKoedinger, 2004, The real story behind story problems: Effects of representations on quantitative reasoning, The Journal of the Learning Sciences, 13, 129, 10.1207\u002Fs15327809jls1302_1\nKozma, 2003, The material features of multiple representations and their cognitive and social affordances for science understanding, Learning and Instruction, 13, 205, 10.1016\u002FS0959-4752(02)00021-X\nKozma, 1996\nLarkin, 1987, Why a diagram is (sometimes) worth ten thousand words, Cognitive Science, 11, 65, 10.1111\u002Fj.1551-6708.1987.tb00863.x\nLeppink, 2013, Development of an instrument for measuring different types of cognitive load, Behavior Research Methods, 45, 1058, 10.3758\u002Fs13428-013-0334-1\nLevie, 1982, Effects of text illustrations: A review of research, Educational Communication and Technology, 30, 195, 10.1007\u002FBF02765184\nLindner, 2017, Identifying processes underlying the multimedia effect in testing: An eye-movement analysis, Learning and Instruction, 47, 91, 10.1016\u002Fj.learninstruc.2016.10.007\nMason, 2013, Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns, Computers & Education, 60, 95, 10.1016\u002Fj.compedu.2012.07.011\nMayer, 2001\nMayer, 2005, Cognitive theory of multimedia learning\nMayer, 2009\nMayer, 2010, Unique contributions of eye-tracking research to the study of learning with graphics, Learning and Instruction, 20, 167, 10.1016\u002Fj.learninstruc.2009.02.012\nMüller, 2006, Formeln in physikalischen Texten: Einstellung und Textverständnis von Schülerinnen und Schülern, Physik und Didaktik in Schule und Hochschule, 2, 62\nMünzer, 2009, Learning from multimedia presentations: Facilitation function of animations and spatial abilities, Learning and Individual Differences, 19, 481, 10.1016\u002Fj.lindif.2009.05.001\nNathan, 2002, Representational fluency in middle school: A classroom based study\nPaivio, 1986\nPlass, 1998, Supporting visual and verbal learning preferences in a second-language multimedia learning environment, Journal of Educational Psychology, 90, 25, 10.1037\u002F0022-0663.90.1.25\nRau, 2017, Conditions for the effectiveness of multiple visual representations in enhancing STEM learning, Educational Psychology Review, 29, 717, 10.1007\u002Fs10648-016-9365-3\nRau, 2009, Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions\nRau, 2013, How to use multiple graphical representations to support conceptual learning? Research-based principles in the fractions tutor, 762\nRau, 2015, Successful learning with multiple graphical representations and self-explanation prompts, Journal of Educational Psychology, 107, 30, 10.1037\u002Fa0037211\nScheiter, 2015, Signals foster multimedia learning by supporting integration of highlighted text and diagram elements, Learning and Instruction, 36, 11, 10.1016\u002Fj.learninstruc.2014.11.002\nSchnotz, 2005, Integrated model of text and picture comprehension, 49\nSchnotz, 2010, Reanalyzing the expertise reversal effect, Instructional Science, 38, 315, 10.1007\u002Fs11251-009-9104-y\nSchnotz, 2014, Integrated model of text and picture comprehension, 174\nSchnotz, 2003, Construction and interference in learning from multiple representation, Learning and Instruction, 13, 141, 10.1016\u002FS0959-4752(02)00017-8\nSchüler, 2017, Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration, Learning and Instruction, 49, 218, 10.1016\u002Fj.learninstruc.2017.03.001\nSchweppe, 2015, The multimedia effect and its stability over time, Learning and Instruction, 38, 24, 10.1016\u002Fj.learninstruc.2015.03.001\nSeufert, 2003, Supporting coherence formation in learning from multiple representations, Learning and Instruction, 13, 227, 10.1016\u002FS0959-4752(02)00022-1\nSeufert, 2006, Cognitive load and the format of instructional aids for coherence formation, Applied Cognitive Psychology, 20, 321, 10.1002\u002Facp.1248\nSeufert, 2007, The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation, Computers in Human Behavior, 23, 1055, 10.1016\u002Fj.chb.2006.10.002\nShe, 2009, The impact of multimedia effect on science learning: Evidence from eye movements, Computers & Education, 53, 1297, 10.1016\u002Fj.compedu.2009.06.012\nVan Gog, 2005, Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting, 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