Journal of educational psychology

• 

  Año 2005, Vol. 97, Número 2

  • Seleccionado

    Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms

    Susan de la Paz

    págs. 139-156

    
  • Seleccionado

    The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing

    Arolanne M. Kardash, E. Michael Nussbaum

    págs. 157-169

    
  • Seleccionado

    Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study

    Nancy Otis, Frederick M. E. Grouzet, Luc G. Pelletier

    págs. 170-183

    
  • Seleccionado

    Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

    Jennifer Henderlong Corpus, Mark R. Lepper, Sheena S. Iyengar

    págs. 184-196

    
  • Seleccionado

    The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning

    Elizabeth A. Linnenbrink

    págs. 197-203

    
  • Seleccionado

    Small Classes in the Early Grades, Academic Achievement, and Graduating From High School

    Jeremy D. Finn, Susan B. Gerber, Jayne Boyd-Zaharias

    págs. 214-223

    
  • Seleccionado

    Finding the Critical Facts: Children's Visual Scan Patterns When Solving Story Problems That Contain Irrelevant Information

    Joan Littlefield Cook, John J. Rieser

    págs. 224-234

    
  • Seleccionado

    The Effects of Readers' Misconceptions on Comprehension of Scientific Text

    Panayiota Kendeou, Paul van den Broek

    págs. 235-245

    
  • Seleccionado

    Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension

    Catherine E. Snow, C. Patrick Proctor, Diane August, María Carlo

    págs. 246-256

    
  • Seleccionado

    Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

    Robert M. Schwartz

    págs. 257-267

    
  • Seleccionado

    Test Anxiety and Academic Performance in Undergraduate and Graduate Students

    Brian Newman, Michael E. Silverstein, Masami Takahashi, Z. Benjamin Blanding, Aaron Gubi, Mark S. Chapell, Nicole McCann

    págs. 268-274

    
  • Seleccionado

    Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom

    Allison M. Ryan, Helen Patrick, Sung-Ok Shim

    págs. 275-285