Science of Learning and Metacognition Lab

If there is a publication that you cannot access, please feel free to directly email me for a copy or request a copy from my ResearchGate page. The most updated list of publications can be found on my CV.

2023 – in press

Schuetze, B. A., & Yan, V.X. (2024). Assessing the stability and replicability of the associations between goal orientation and self-regulated learning strategies: A Pre-Registered Replication of Muis and Franco (2009).  Meta-Psychology, 8, MP.2021.2918. https://doi.org/10.15626/MP.2021.2918

Kiper, G., Oyserman, D., & Yan, V.X. (2024). I’ll take the high road: Paths to goal pursuit and identity-based interpretations of difficulty. Self and Identity, 23, 1-22. https://doi.org/10.1080/15298868.2024.2314920 

Yan, V. X., Arndt, A., Muenks, K., & Henderson, M.D. (2024). I forgot that you existed: Role of memory accessibility in gender citation bias. American Psychologist. https://doi.org/10.1037/amp0001299

Yan,  V. X., Sana, F., & Carvalho, P. F. (2024). No simple solutions to complex problems: Cognitive science principles can guide but not prescribe educational decisions. Policy Insights from the Behavioral and Brain Sciences, 11(1), 59-66. https://doi.org/10.1177/23727322231218906 

Yan, V. X., Oyserman, D., Kiper, G., & Atari, M. (2024). Difficulty-as-improvement: The courage to keep going in the face of life’s difficulties. Personality and Social Psychology Bulletin. 50(7), 1006-1022. https://doi.org/10.1177/01461672231153680

Yan, V. X., Schuetze, B. A., & Rea, S. D. (2023). Becoming better learners, becoming better teachers: Augmenting learning via cognitive and motivational theories. Human Arenas. https://doi.org/10.1007/s42087-023-00383-1  

Wang, L., Muenks, K. M., &  Yan, V. X. (2023). Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage. Journal of Educational Psychology,  115(8), 1070–1086. https://doi.org/10.1037/edu0000813

Ferguson, R. ., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., Meaney, M. J., Ochoa, X., Schuetze, B. A., Spruit, M., van Haastrecht, M., van Leeuwen, A., van Rijn, L., Tsai, Y.-S., Weidlich, J., Williamson, K., & Yan, V. X. (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2), 14-50. https://doi.org/10.18608/jla.2023.8197 (Commentary 9: Schuetze, B. A. and Yan, V. X.  The complexity of inferring long-term, generalizable learning from immediate behavioral indicators. pp. 40-42. )

Yan, V. X. & Schuetze, B. A. (2023). What is meant by “growth mindset”? Current theory, measurement practices, and empirical results leave much open to interpretation: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023). Psychological Bulletin, 149(3-4), 206-219. https://doi.org/10.1037/bul0000370

Schuetze, B. A., & Yan, V. X. (2023). Psychology faculty overestimate the magnitude of Cohen’s d effect sizes by half a standard deviation.  Collabra: Psychology, 9: 74020. https://doi.org/10.1525/collabra.74020

O’Donnell, S. C., Yan, V. X., Bi, C., & Oyserman, D. (2023). Is difficulty mostly about impossibility? What difficulty implies may be culturally variant. Personality and Social Psychology Bulletin, 49, 309-328. https://doi.org/10.1177/01461672211065595

Kiper, G.,  Atari, M., Yan, V. X., & Oyserman, D. (2023). The upside: How people make sense of difficulty matters in a crisis. Self and Identity, 22, 19-41. https://doi.org/10.1080/15298868.2022.2033309

Yan, V.X., Carvalho, P. F., & Sana, F. (2023). How students’ decisions to space their practice are related to better learning. C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.). In Their Own Words: What Scholars Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (pp. 445-449).  Society for the Teaching of Psychology. https://teachpsych.org/ebooks/itow (open-access)

2020 – 2022

Rea, S. D., Wang, L., Muenks, K. M., & Yan, V. X. (2022). Students can (mostly) recognize effective learning, so why don’t they do it? Journal of Intelligence, 10: 127. https://doi.org/10.3390/jintelligence10040127  (open-access)

Muenks, K. & Yan, V. X. (2022). University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching practices by their students: An exploratory study. Social Psychology of Education, 25, 1205-1219. https://doi.org/10.1007/s11218-022-09718-2

Schuetze, B. A. & Yan, V. X. (2022). Optimal learning under time constraints: Empirical and simulated tradeoffs between depth and breadth of study. Cognitive Science, 46, Article e13136.  https://doi.org/10.1111/cogs.13136

Sana, F. & Yan, V. X. (2022). Interleaving retrieval practice promotes science learning. Psychological Science, 33, 782-788. https://doi.org/10.1177/09567976211057507

Sana, F., Yan, V. X., & Carvalho, P. F. (2022). On rest-from-deliberate practice as a mechanism for the spacing effect: Commentary on Chen et al. (2021). Educational Psychology Review, 34, 1843-1850. https://doi.org/10.1007/s10648-022-09663-8 

D. H. Robinson, V. X. Yan, & J. A. Kim (Eds.). (2022). Monographs in the Psychology of Education: Learning Styles, Classroom Instruction, and Student Achievement. Springer. https://doi.org/10.1007/978-3-030-90792-1

Yan, V. X. & Fralick, C.M. (2022). Consequences of Endorsing the Individual Learning Styles Myth: Helpful, Harmful, or Harmless? In D. H. Robinson, V. X. Yan, & J. A. Kim (Eds.). Monographs in the Psychology of Education: Learning Styles, Classroom Instruction, and Student Achievement. Springer. https://doi.org/10.1007/978-3-030-90792-1_6

Yan, V. X. & Schuetze, B. A. (2022). Not just stimuli structure: Effects in category learning vary by task demands. Journal of Applied Research in Memory and Cognition, 11, 218-228. https://doi.org/10.1016/j.jarmac.2021.09.004

Muenks, K., Yan, V. X., & Telang, N. K. (2021). Who is part of the “mindset context”? The unique role of perceived professor and peer mindsets in undergraduate engineering students’ motivation and belonging. Frontiers in Education, 6:633570. https://doi.org/10.3389/feduc.2021.633570 (open-access)

Muenks, K., Yan, V. X.,  Woodward, N., & Frey, S. E. (2021). Elaborative learning practices are associated with perceived faculty growth mindset in science classrooms. Learning and Individual Differences, 92, Article 102088. https://doi.org/10.1016/j.lindif.2021.102088 

Sana, F., Yan, V. X., Clark, C. M., Bjork, E. L., & Bjork, R. A. (2021). Improving conceptual learning via pretests. Journal of Experimental Psychology: Applied, 27, 228–236. https://doi.org/10.1037/xap0000322   [PDF]

Yan, V. X. & Sana, F. (2021a). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence. Journal of Educational Psychology, 113, 125-137. https://doi.org/10.1037/edu0000470 [PDF]

Yan, V. X. & Sana, F.  (2021b). The robustness of the interleaving effect. Journal of Applied Research in Memory and Cognition, 10, 589-602. https://doi.org/10.1016/j.jarmac.2021.05.002   

Yan, V. X. & Wang, L. (2021). What predicts quality of learning’ study efforts? Implicit beliefs and interest are related to mastery goals, but not to use of effective study strategies. Frontiers in Education, 6:643421. https://doi.org/10.3389/feduc.2021.643421 (open-access)

Carvalho, P. F., Sana, F., & Yan, V. X. (2020). Self-regulated spacing in a massive open online course is related to better learning outcomes. npj Science of Learning, 5:2. https://doi.org/10.1038/s41539-020-0061-1  

Yan, V. X., Eglington, L. G., & Garcia, M. A. (2020). Learning better, learning more: The benefits of expanded retrieval practice. Journal of Applied Research in Memory and Cognition, 9, 204-214. https://doi.org/10.1016/j.jarmac.2020.03.002 [PDF]

2017-2019

Yan, V. X. & Sana, F. (2019). Testing the discriminative contrast hypothesis: Predictions fail for inductive learning of artists’ styles. Journal of Cognitive Education and Psychology, 18, 35-51. http://dx.doi.org/10.1891/1945-8959.18.1.35

Oyserman, D. & Yan. V. X. (2019). Making meaning: A culture-as-situated cognition approach to the consequences of cultural fluency and disfluency. In S. Kitayama and D. Cohen (Eds.), Handbook of Cultural Psychology. NY: Guilford Press. [PDF]