Journal of educational psychology

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  Año 2010, Vol. 102, Número 4

  • Seleccionado

    Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study

    Michael Becker, Nele McElvany, Marthe Kortenbruck

    • Resumen

    págs. 773-785

    
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    Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction

    Patricia F. Vadasy, Elizabeth A. Sanders

    • Resumen

    págs. 786-803

    
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    Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12

    Isabelle Archambault, Jacquelynne Eccles, Mina N. Vida

    • Resumen

    págs. 804-816

    
  • Seleccionado

    Individual differences for self-regulating task-oriented reading activities

    Eduardo Vidal-Abarca Gámez, Amelia Mañá Lloria, Laura Gil Pelluch

    • Resumen

    págs. 817-826

    
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    Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies

    Anniek Vaessen, Daisy Bertrand, Dénes Tóth, Valéria Csépe, Luis Faísca, Alexandra Reis

    • Resumen

    págs. 827-842

    
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    Sources of group and individual differences in emerging fraction skills

    Steven A. Hecht, Kevin J. Vagi

    • Resumen

    págs. 843-859

    
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    Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study

    Jonathan Wai, David Lubinski, Camila P. Benbow, James H. Steiger

    • Resumen

    págs. 860-871

    
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    Drawing as a generative activity and drawing as a prognostic activity

    Annett Schawamborn, Richard E. Mayer, Hubertina Thillmann, Claudia Leopold

    • Resumen

    págs. 872-879

    
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    Enhancing interest and performance with a utility value intervention

    Chris S. Hulleman, Olga Godes, Bryan L. Hendricks, Judith M. Harackiewicz

    • Resumen

    págs. 880-895

    
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    The effectiveness and relative importance of choice in the classroom

    Erika A. Patall, Harris Cooper, Susan R. Wynn

    • Resumen

    págs. 896-915

    
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    Observed classroom quality during teacher education and two years of professional practice

    Lars-Erik Malmberg, Hazel Hagger, Katharine Burn, Trevor Mutton, Helen Colls

    • Resumen

    págs. 916-932

    
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    Is the link between large high schools and student victimization an illusion?

    Jennifer Klein, Dewey Cornell

    • Resumen

    págs. 933-946

    
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    On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents

    Melanie C. Steffens, Petra Jelenec, Peter Noack

    • Resumen

    págs. 947-963

    
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    The structure of academic self-concepts revisited: The nested Marsh/Shavelson model

    Martin Brunner, Ulrich Keller, Christophe Dierendonck, Monique Reichert, Sonja Ugen, Antonie Fischbach, Romain Martin

    • Resumen

    págs. 964-981

    
  • Seleccionado

    A follow-up note on prescriptive statements in nonintervention research studies

    Shana M. Shaw, Stephen M. Walls, Breana Sylvester Dacy, Joel R. Levin, Daniel H. Robinson

    • Resumen

    págs. 982-988

    
  • Seleccionado

    A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology

    Shuyan Sun, Wei Pan, Lihshing Leigh Wang

    • Resumen

    págs. 989-1004