Journal of educational psychology

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  Año 2009, Vol. 101, Número 4

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    Predicting reading comprehension in early elementary school: the independent contributions of oral language and decoding skills

    Panayiota Kendeou, Paul van den Broek, Mary Jane White, Julie S. Lynch

    • Resumen

    págs. 765-778

    
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    Improving classroom learning by collaboratively observing human tutoring videos while problem solving

    Scotty D. Craig, Michelene T.H. Chi, Kurt VanLehn

    • Resumen

    págs. 779-789

    
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    Practice enables successful learning under minimal guidance

    Angela Brunstein, Shawn Betts, John R. Anderson

    • Resumen

    págs. 790-802

    
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    Getting a handle on learning anatomy with interactive three-dimensional graphics

    Andrew T. Stull, Mary Hegarty, Richard E. Mayer

    • Resumen

    págs. 803-816

    
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    Spatial ability for STEM domains: aligning over 50 years of cumulative psychological knowledge solidifies its importance

    Jonathan Wai, David Lubinski, Camila P. Benbow

    • Resumen

    págs. 817-835

    
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    The importance of prior knowledge when comparing examples: influences on conceptual and procedural knowledge of equation solving

    Bethany Rittle-Johnson, Jon R. Star, Kelley Durkin

    • Resumen

    págs. 836-852

    
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    Within-school social comparison: how students perceive the standing of their class predicts academic self-concept

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Gabriel Nagy

    • Resumen

    págs. 853-866

    
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    Intergenerational family predictors of the black-white achievement gap

    Jelani Mandara, Fatima Varner, Nereira Greene, Scott Richman

    • Resumen

    págs. 867-878

    
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    Age-related differences in achievement goal differentiation

    Mimi Bong

    • Resumen

    págs. 879-896

    
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    Pictures and words: spanish and english vocabulary in classrooms

    Lee Branum-Martin, Paras D. Mehta, David J. Francis, Barbara R. Foorman, Paul T. Cirino, Jon F. Miller, Aquiles Iglesias

    • Resumen

    págs. 897-911

    
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    Teacher-child interactions and children's achievement trajectories across kindergarten and first grade

    Timothy W. Curby, Sara E. Rimm-Kaufman, Claire Cameron Ponitz

    • Resumen

    págs. 912-925

    
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    Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school

    Catherine P. Bradshaw, Jessika H. Zmuda, Sheppard G. Kellam, Nicholas S. Ialongo

    • Resumen

    págs. 926-937

    
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    Syllable and letter knowledge in early korean hangul reading

    Jeung-Ryeul Cho

    • Resumen

    págs. 938-947

    
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    A longitudinal analysis of achievement goals: from affective antecedents to emotional effects and achievement outcomes

    Lia M. Daniels, Robert H. Stupnisky, Reinhard Pekrun, Tara L. Haynes, Raymond P. Perry, Nancy E. Newall

    • Resumen

    págs. 948-963

    
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    Are SSATs and GPA enough? A theory-based approach to predicting academic success in secondary school

    Elena L. Grigorenko, Linda Jarvin, Ray III Diffley, Julie Goodyear, Edward J. Shanahan, Robert J. Sternberg

    • Resumen

    págs. 964-981

    
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    Development and validation of a measure of academic entitlement: individual differences in students' externalized responsibility and entitled expectations

    Karolyn Chowning, Nicole Judice Campbell

    • Resumen

    págs. 982-997