Journal of educational psychology

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  Año 2009, Vol. 101, Número 3

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    Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving

    Bethany Rittle-Johnson, Jon R. Star

    • Resumen

    págs. 529-544

    
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    Playing linear number board games-but not circular ones-improves low-income preschoolers' numerical understanding

    Robert S. Siegler, Geetha B. Ramani

    • Resumen

    págs. 545-560

    
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    Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial

    Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, Carol L. Hamlett, Rebecca O. Zumeta

    • Resumen

    págs. 561-576

    
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    Do goals affect the structure of students' argumentative writing strategies?

    Ralph P. Ferretti, William E. Lewis, Scott Andrews-Weckerly

    • Resumen

    págs. 577-589

    
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    A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1

    Robert S. Savage, Philip Abrami, Geoffrey Hipps, Louise Deault

    • Resumen

    págs. 590-604

    
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    All the world's a stage? Consequences of a role-playing pedagogy on psychological factors and writing and rhetorical skill in college undergraduates

    Steven J. Stroessner, Laurie Susser Beckerman, Alexis Whittaker

    • Resumen

    págs. 605-620

    
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    A testing effect with multimedia learning

    Cheryl I. Johnson, Richard E. Mayer

    • Resumen

    págs. 621-629

    
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    A structural equation model of expertise in college physics

    Gita Taasoobshirazi, Martha Carr

    • Resumen

    págs. 630-643

    
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    Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistic ally oriented korean students?

    Hyungshim Jang, Johnmarshall Reeve, Richard M. Ryan, Ahyoung Kim

    • Resumen

    págs. 644-661

    
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    The longitudinal relations of teacher expectations to achievement in the early school years

    J. Benjamin Hinnant, Marion O'Brien, Sharon R. Ghazarian

    • Resumen

    págs. 662-670

    
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    Motivational profiles from a self-determination perspective: The quality of motivation matters

    Maarten Vansteenkiste, Eline Sierens, Bart Soenens, Koen Luyckx, Willy Lens

    • Resumen

    págs. 671-688

    
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    Early gender differences in self-regulation and academic achievement

    J. S. Matthews, Claire Cameron Ponitz, Frederick J. Morrison

    • Resumen

    págs. 689-704

    
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    Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment

    Anne C. Frenzel, Thomas Goetz, Oliver Lüdtke, Reinhard Pekrun, Rosemary E. Sutton

    • Resumen

    págs. 705-716

    
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    Developmental trajectories of motivation in physical education: Course, demographic differences, and antecedents

    Nikos Ntoumanis, Vassilis Barkoukis, Cecilie Thogersen-Ntoumani

    • Resumen

    págs. 717-728

    
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    A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation

    Adele Eskeles Gottfried, George A. Marcoulides, Allen W. Gottfried, Pamella H. Olliver

    • Resumen

    págs. 729-739

    
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    Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis

    P. Karen Murphy, Ian A. G. Wilkinson, Anna O. Soter, Maeghan N. Hennessey, John F. Alexander

    • Resumen

    págs. 740-764