Journal of educational psychology

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  Año 2009, Vol. 101, Número 1

  • Articles

    • Seleccionado

      Embedding reading comprehension training in content-area instruction

      Joanna P. Williams, K. Brooke Stafford, Kristen D. Lauer, Kendra M. Hall, Simonne Pollini

      • Resumen

      págs. 1-20

      
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      Lexical ambiguity resolution in good and poor comprehenders: An eye fixation and self-paced reading study in primary school children

      Menno van der Schoot, Alain L. Vasbinder, Tako M. Horsley, Albert Reijntjes, Ernest C. D. M. van Lieshout

      • Resumen

      págs. 21-36

      
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      The relationship between the discourse knowledge and the writing performance of elementary-grade students

      Natalie G. Olinghouse, Steve Graham

      • Resumen

      págs. 37-50

      
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      Achievement goal orientations and self-regulation in writing: An integrative perspective

      Avi Kaplan, Einat Lichtinger, Malka Gorodetsky

      • Resumen

      págs. 51-69

      
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      Instructional aids to support a conceptual understanding of multiple representations

      Kirsten Berthold, Alexander Renkl

      • Resumen

      págs. 70-87

      
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      Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives

      Jody Sherman, Jeffrey Bisanz

      • Resumen

      págs. 88-100

      
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      Age appropriateness and motivation, engagement, and performance in high school: Effects of age within cohort, grade retention, and delayed school entry

      Andrew J. Martin

      • Resumen

      págs. 101-114

      
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      Achievement goals and achievement emotions: testing a model of their joint relations with academic performance

      Reinhard Pekrun, Andrew J. Elliot, Markus A. Maier

      • Resumen

      págs. 115-135

      
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      Teaching writing to high school students: A national survey

      Sharlene A. Kiuhara, Steve Graham, Leanne S. Hawken

      • Resumen

      págs. 136-160

      
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      Investigating preservice teachers' professional growth in self-regulated learning environments

      Bracha Kramarski, Tova Michalsky

      • Resumen

      págs. 161-175

      
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      Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement

      Ulrich Trautwein, Alois Niggli, Inge Schnyder, Oliver Lüdtke

      • Resumen

      págs. 176-189

      
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      Continuity and change in early school engagement: predictive of children's achievement trajectories from first to eighth grade?

      Gary W. Ladd, Lisa M. Dinella

      • Resumen

      págs. 190-206

      
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      Maternal scaffolding of children's problem solving and children's adjustment in kindergarten: Hmong families in the United States

      Anne Dopkins Stright, Maysee Yang Herr, Carin Neitzel

      • Resumen

      págs. 207-218

      
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      Code of silence: Students' perceptions of school climate and willingness to intervene in a peer's dangerous plan

      Amy K. Syvertsen, Constance A. Flanagan, Michael D. Stout

      • Resumen

      págs. 219-232

      
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      Understanding the relationship between moral judgment development and individual characteristics: The role of educational contexts

      Yukiko Maeda, Steve J. Thoma, Muriel J. Bebeau

      • Resumen

      págs. 233-247

      
    • Seleccionado

      On the benefit of dimensional comparisons

      Britta Polhmann, Jens Möller

      • Resumen

      págs. 248-258