Journal of Educational Psychology^®

Editor

Arthur C. Graesser
University of Memphis

Associate Editors

Tasha Beretvas
University of Texas at Austin

Jill Fitzgerald
University of North Carolina at Chapel Hill, Emeritus

Susan Goldman
University of Illinois at Chicago

Robert Klassen
University of Alberta

David Rapp
Northwestern University

Allison M. Ryan
University of Illinois at Urbana–Champaign

Laura Stapleton
University of Maryland Baltimore County

Roman Taraban
Texas Tech University

Jennifer Wiley
University of Illinois at Chicago

Christopher Wolters
University of Houston

Chief Editorial Assistant

Jean Edgar
University of Memphis

Advisory Editors

Mary Ainley
University of Melbourne, Australia

Shaaron Ainsworth
University of Nottingham

Vincent Aleven
Carnegie Mellon University

Patricia Alexander
University of Maryland, College Park

Richard L. Allington
University of Tennessee

Ellen R. Altermatt
Hannover College

Ivan Ash
Old Dominion University

Carole Beal
University of Arizona

Hefer Bembenutty
Queens College

David A. Bergin
University of Missouri—Columbia

Daniel Bolt
University of Wisconsin-Madison

Mimi Bong
Korea University, Seoul, Korea

M. Anne Britt
Northern Illinois University

Scott Brown
University of Connecticut

Eric S. Buhs
University of Nebraska-Lincoln

Adriana G. Bus
Leiden University, Leiden, the Netherlands

Robert Calfee
University of California, Riverside

Martha Carr
University of Georgia

Kwangsu Cho
University of Missouri-Columbia

Timothy Cleary
University of Wisconsin–Milwaukee

Anne E. Cook
University of Utah

Kai Cortina
University of Michigan

Jennifer Cromley
Temple University

H. Michael Crowson
University of Oklahoma

Anne E. Cunningham
University of California, Berkeley

Teresa K. DeBacker
The University of Oklahoma

Sidney D'Mello
University of Memphis

John Dunlosky
Kent State University

Amanda M. Durik
Northern Illinois University

Gary Feng
University of Michigan

J. D. Fletcher
Institute for Defence Analyses

Lynn S. Fuchs
Vanderbilt University

Linda Gambrell
Clemson University

James P. Gee
Arizona State University

Arthur M. Glenberg
Arizona State University

Adele E. Gottfried
California State University

Steve Graham
Vanderbilt University

Barbara A. Greene
University of Oklahoma

John Guthrie
University of Maryland

Douglas Hacker
University of Utah

Vernon C. Hall
Syracuse University

Jill Hamm
University of North Carolina-Chapel Hill

John Hattie
University of Melbourne

Mary Hegarty
University of California, Santa Barbara

Jan N. Hughes
Texas A&M University

Slava Kalyuga
University of South Wales

Avi Kaplan
Temple University

Beth Kurtz-Costes
University of North Carolina

Dan Lapsley
University of Notre Dame

Willy Lens
University of Leuven

Elizabeth A. Linnenbrink-Garcia
Duke University

Joe Magliano
Northern Illinois University, DeKalb

Herbert W. Marsh
Oxford University

Andrew J. Mashburn
University of Virginia

Linda Mason
Pennsylvania State University

Richard E. Mayer
University of California, Santa Barbara

Charles MacArthur
University of Delaware

Catherine McBride-Chang
The Chinese University of Hong Kong, Shatin, Hong Kong, China

Debra K. Meyer
Elmhurst College

Raymond B. Miller
University of Oklahoma

Keith Millis
Northern Illinois University

Tamera Murdock
University of Missouri, Kansas City

P. Karen Murphy
Pennsylvania State University

Mitchell J. Nathan
University of Wisconsin, Madison

Markku Niemivirta
University of Helsinki, Helsinki, Finland

E. Michael Nussbaum
University of Nevada-Las Vegas

Rollanda E. O'Connor
University of California, Riverside

Harry O'Neil
University of Southern California

Tenaha O'Reilly
Educational Testing Service

José Otero
Universidad de Alcalá

Erika Patall
University of Texas-Austin

Helen Patrick
Purdue University

Reinhard Pekrun
University of Munich, Germany

Gary Phye
Iowa State University

Keenan Pituch
University of Texas

Jan L. Plass
New York University

Katherine Rawson
Kent State University

Robert Renaud
University of Manitoba, Winnipeg, Manitoba, Canada

Alexander Renkl
University of Freiburg, Germany

Catherine Richards-Tutor
California State University-Long Beach

Lindsey Richland
University of California-Irvine

Bethany Rittle-Johnson
Vanderbilt University

Daniel Robinson
University of Texas

Phil Rodkin
University of Illnois at Urbana–Champaign

Christopher Sanchez
Arizona State University

Katherine Scheiter
Knowledge Media Research Center

Marlene Schommer-Aikins
Wichita State University

Gregory Schraw
University of Nevada, Las Vegas

Dale Schunk
University of North Carolina-Greensboro

Christian Schunn
University of Pittsburgh

Paula J. Schwanenflugel
University of Georgia

Colleen Seifert
University of Michigan

Timothy Shanahan
University of Illinois-Chicago

Gale M. Sinatra
University of Southern California

Einar M. Skaalvik
Norwegian University of Science and Technology, Trondheim, Norway

Susan Sonnenschein
University of Maryland, Baltimore County

John Sweller
University of New South Wales, Sydney, Australia

Keith Thiede
Boise State University

Theresa A. Thorkildsen
University of Illinois at Chicago

Chia-Wen Tsai
Ming Chuan University-Taiwan

Timothy Urdan
Santa Clara University

Ellen Usher
University of Kentucky

Regina Vollmeyer
University of Frankfurt, Frankfurt, Germany

Jeffrey Walczyk
Louisiana Technical University

Charles A. Weaver III
Baylor University

Joanna P. Williams
Teachers College, Columbia University

Phil Winne
Simon Fraser University, Burnaby, British Columbia, Canada

Moshe M. Zeidner
University of Haifa, Haifa, Israel

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Please consult APA's Instructions for All Authors for information regarding

• Manuscript Preparation
• Submitting Supplemental Materials
• Abstract and Keywords
• References
• Figures
• Permissions
• Publication Policies
• Ethical Principles

Submission

Submit manuscripts electronically via the Manuscript Submission Portal.

Art Graesser
202 Psychology Building
Department of Psychology
University of Memphis
Memphis, TN 38152-3230
901-678-2146
901-678-2579 (fax)

General correspondence may be directed to the Editor's Office.

In addition to addresses and phone numbers, please supply email addresses, as most communications will be by email. Fax numbers, if available, should also be provided for potential use by the editorial office and later by the production office.

Masked Review Policy

The Journal has a masked review policy, which means that the identities of both authors and reviewers are masked. Authors should make every effort to see that the manuscript itself contains no clues to their identities.

Authors should never use first person (I, my, we, our) when referring to a study conducted by the author(s) or when doing so reveals the authors' identities, e.g., "in our previous work, Johnson et al., 1998 reported that…" Instead, references to the authors' work should be in third person, e.g., "Johnson et al. (1998) reported that…."

The authors' institutional affiliations should also be masked in the manuscript.

Include the title of the manuscript along with all authors' names and institutional affiliations in the cover letter. The first page of the manuscript should omit the authors' names and affiliations, but should include the title of the manuscript and the date it is submitted.

Responsibility for masking the manuscript rests with the authors; manuscripts will be returned to the author if not appropriately masked. If the manuscript is accepted, authors will be asked to make changes in wording so that the paper is no longer masked.

Manuscript Guidelines

Adequate description of participants is critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for sample/subject description in the Publication Manual.

Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (see p. 34 of the Manual). Information that allows the reader to assess not only the significance but also the magnitude of the observed effects or relationships clarifies the importance of the findings.