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

Yan, V. X. & Schuetze, B. A. (in press, accepted July 18, 2022). What is meant by “growth mindset”? Current theory, measurement practices, and empirical results leave much open to interpretation. Psychological Bulletin. Will be available at https://doi.org/10.1037/bul0000370. Preprint: https://psyarxiv.com/mp84a/

Schuetze, B. A., & Yan, V.X. (in press, accepted on March 8^th, 2022). 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. https://psyarxiv.com/ahjr5/  

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 (open-access)

Yan, V. X., Oyserman, D., Kiper, G., & Atari, M. (2023). Difficulty-as-improvement: The courage to keep going in the face of life’s difficulties. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672231153680

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]