Updates are available Correction dated 2025-04-29
Click to view Correction: https://doi.org/10.1007/s10648-025-10025-3
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Authors
Loyens, Sofie M. M. https://orcid.org/0000-0002-2419-1492
van Meerten, Julianne E.
Schaap, Lydia
Wijnia, Lisette
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Article History
Accepted: 23 February 2023
First Online: 21 March 2023
Change Date: 4 May 2025
Change Type: Update
Change Details: In this article, reference “Authors. (2022). [Blinded for review].” was incorrect and should be replaced with “Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36(1), Article 29. https://doi.org/10.1007/s10648-024-09864-3”
Change Details: The citations “Authors, 2022” should be updated to “Wijnia et al., 2024”.
Change Date: 29 April 2025
Change Type: Correction
Change Details: A Correction to this paper has been published:
Change Details: https://doi.org/10.1007/s10648-025-10025-3
Declarations
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: All authors declare that they have no conflicts of interest to disclose.
