| Learning through case comparisons: A meta-analytic review L Alfieri, TJ Nokes-Malach, CD Schunn Educational Psychologist 48 (2), 87-113, 2013 | 399 | 2013 |
| When is it better to learn together? Insights from research on collaborative learning TJ Nokes-Malach, JE Richey, S Gadgil Educational Psychology Review 27, 645-656, 2015 | 367 | 2015 |
| Direct instruction of metacognition benefits adolescent science learning, transfer, and motivation: An in vivo study. CD Zepeda, JE Richey, P Ronevich, TJ Nokes-Malach Journal of Educational Psychology 107 (4), 954, 2015 | 276 | 2015 |
| Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? EM Marshman, ZY Kalender, T Nokes-Malach, C Schunn, C Singh Physical review physics education research 14 (2), 020123, 2018 | 268 | 2018 |
| Motivation and transfer: The role of mastery-approach goals in preparation for future learning DM Belenky, TJ Nokes-Malach Journal of the Learning Sciences 21 (3), 399-432, 2012 | 250 | 2012 |
| Effectiveness of holistic mental model confrontation in driving conceptual change S Gadgil, TJ Nokes-Malach, MTH Chi Learning and Instruction 22 (1), 47-61, 2012 | 235 | 2012 |
| Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning ML Bernacki, TJ Nokes-Malach, V Aleven Metacognition and Learning 10, 99-117, 2015 | 233 | 2015 |
| Expertise promotes facilitation on a collaborative memory task ML Meade, TJ Nokes, DG Morrow Memory 17 (1), 39-48, 2009 | 213 | 2009 |
| Mechanisms of knowledge transfer TJ Nokes Thinking & reasoning 15 (1), 1-36, 2009 | 170 | 2009 |
| Problem solving and human expertise TJ Nokes, CD Schunn, MTH Chi International Encyclopedia of Education 5, 265-272, 2010 | 131 | 2010 |
| Toward a model of transfer as sense-making TJ Nokes-Malach, JP Mestre Educational Psychologist 48 (3), 184-207, 2013 | 127 | 2013 |
| Damage caused by women’s lower self-efficacy on physics learning ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh Physical Review Physics Education Research 16 (1), 010118, 2020 | 126 | 2020 |
| Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. CD Zepeda, CO Hlutkowsky, AC Partika, TJ Nokes-Malach Journal of Educational Psychology 111 (3), 522, 2019 | 126 | 2019 |
| Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh Physical Review Physics Education Research 15 (2), 020148, 2019 | 125 | 2019 |
| A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences E Marshman, ZY Kalender, C Schunn, T Nokes-Malach, C Singh Canadian Journal of Physics 96 (4), 391-405, 2018 | 119 | 2018 |
| Gendered patterns in the construction of physics identity from motivational factors ZY Kalender, E Marshman, CD Schunn, TJ Nokes-Malach, C Singh Physical Review Physics Education Research 15 (2), 020119, 2019 | 118 | 2019 |
| The effect of expertise on collaborative problem solving TJ Nokes-Malach, ML Meade, DG Morrow Thinking & Reasoning 18 (1), 32-58, 2012 | 114 | 2012 |
| Testing the instructional fit hypothesis: the case of self-explanation prompts TJ Nokes, RGM Hausmann, K VanLehn, S Gershman Instructional Science 39, 645-666, 2011 | 97 | 2011 |
| Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions DM Belenky, TJ Nokes-Malach Learning and individual differences 25, 21-34, 2013 | 86 | 2013 |
| Coordinating principles and examples through analogy and self-explanation TJ Nokes-Malach, K VanLehn, DM Belenky, M Lichtenstein, G Cox European Journal of Psychology of Education 28 (4), 1237-1263, 2013 | 80 | 2013 |
Christian SchunnProfessor of Psychology, University of Pittsburgh在 pitt.edu 的电子邮件经过验证
