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Psychology

D-Index
51
Citations
8993
World Ranking
5267
National Ranking
87

Overview

Lucia Mason is affiliated with the University of Padua in Italy and has an extensive publication record in the fields of psychology and social sciences, particularly focusing on developmental and educational psychology as well as experimental and cognitive psychology.

The research topics covered by Mason's work primarily include:

  • Educational Strategies and Epistemologies
  • Reading and Literacy Development
  • Urban Green Space and Health
  • Visual and Cognitive Learning Processes
  • Educational Environments and Student Outcomes
  • Innovative Teaching and Learning Methods
  • Gender and Technology in Education

Mason has published frequently in notable academic venues, including:

  • Frontiers in Psychology
  • Educational Psychology Review
  • Journal of Computer Assisted Learning
  • British Journal of Educational Psychology
  • Computers & Education

Co-authorship plays a significant role in Mason's research activities. Frequent collaborators include:

  • Angelica Ronconi
  • Sonia Zaccoletti
  • Elena Florit
  • Sara Scrimin
  • Francesca Pazzaglia

Among the recent papers authored or co-authored by Mason are:

  • Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison, 2020, Frontiers in Psychology
  • Short-Term Exposure to Nature and Benefits for Students' Cognitive Performance: a Review, 2021, Educational Psychology Review
  • Learning from text, video, or subtitles: A comparative analysis, 2020, Computers & Education
  • Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension, 2020, Learning and Individual Differences
  • The Role of Individual Differences in Sourcing: a Systematic Review, 2021, Educational Psychology Review

Mason's body of work reflects a multidisciplinary approach involving cognitive, psychological, and educational domains, with particular attention to how environmental factors and individual differences impact learning processes and outcomes.

Best Publications

  • Changing Knowledge and Beliefs

    P. Karen Murphy;Lucia Mason

  • Reconsidering conceptual change: issues in theory and practice

    Margarita Limón;Lucia Mason

  • Prediction of students' argumentation skills about controversial topics by epistemological understanding

    Lucia Mason;Fabio Scirica

  • Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns

    Lucia Mason;Maria Caterina Tornatora;Patrik Pluchino

  • Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change

    Lucia Mason;Pietro Boscolo

  • On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.

    Lucia Mason;Monica Gava;Angela Boldrin

  • Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning

    Lucia Mason;Nicola Ariasi;Angela Boldrin

  • High School Students' Beliefs About Maths, Mathematical Problem Solving, and Their Achievement in Maths: A cross-sectional study

    Lucia Mason

  • Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible?

    Lucia Mason

  • An Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations

    Lucia Mason;Patrik Pluchino;Maria Caterina Tornatora;Nicola Ariasi

  • Writing to Learn, Writing to Transfer

    Pietro Boscolo;Lucia Mason

  • Writing as a learning tool: integrating theory and practice

    Päivi Tynjälä;Lucia Mason;Kirsti Lonka

  • Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse

    Lucia Mason

  • Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science.

    Lucia Mason;Pietro Boscolo;Maria Caterina Tornatora;Lucia Ronconi

  • Searching the Web to learn about a controversial topic: are students epistemically active?

    Lucia Mason;Angela Boldrin;Nicola Ariasi

  • Enhancing students’ mathematical beliefs: an intervention study

    Lucia Mason;Luisa Scrivani

  • Introducing talk and writing for conceptual change: a classroom study

    Lucia Mason

  • Beyond knowledge: learner characteristics influencing conceptual change

    Gale M. Sinatra;Lucia Mason

  • Writing and conceptual change. What changes

    Lucia Mason;Pietro Boscolo

  • Epistemic metacognition in context: evaluating and learning online information

    Lucia Mason;Angela Boldrin;Nicola Ariasi

  • Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

    Sonia Zaccoletti;Ana Camacho;Nadine Correia;Cecília Aguiar

Frequent Co-Authors

Gale M. Sinatra
Gale M. Sinatra University of Southern California
Thomas Goetz
Thomas Goetz University of Vienna
Kirsti Lonka
Kirsti Lonka University of Helsinki
Philip H. Winne
Philip H. Winne Simon Fraser University
Patricia A. Alexander
Patricia A. Alexander University of Maryland, College Park
Barbara Carretti
Barbara Carretti University of Padua
Daniela Palomba
Daniela Palomba University of Padua
Richard E. Mayer
Richard E. Mayer University of California, Santa Barbara
Kate Cain
Kate Cain Lancaster University
Manuel Perea
Manuel Perea University of Valencia

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