Journal of educational psychology

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  Año 2011, Vol. 103, Número 3

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    Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese

    Connie Qun Guan, Ying Liu, Derek Ho Leung Chan, Feifei Ye, Charles A. Perfetti

    • Resumen

    págs. 509-522

    
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    Morphological awareness: A key to understanding poor reading comprehension in English

    Xiuli Tong, Hélène Deacon, John R. Kirby, Kate Cain, Rauno Parrila

    • Resumen

    págs. 523-534

    
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    Early home language use and later vocabulary development

    Jeannette Mancilla-Martinez, Nonie K. Lesaux

    • Resumen

    págs. 535-546

    
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    Cognitive benefits and costs of bilingualism in elementary school students: The case of mathematical word problems

    Sebastian Kempert, Henrik Saalbach, Ilonca Hardy

    • Resumen

    págs. 547-561

    
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    Depending on my mood: Mood-driven influences on text comprehension

    Catherine M. Bohn-Gettler, David N. Rapp

    • Resumen

    págs. 562-577

    
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    The effectiveness of a question-exploration routine for enhancing the content learning of secondary students

    Janis A. Bulgren, Janet G. Marquis, B. Keith Lenz, Donald D. Deshler, Jean B. Schumaker

    • Resumen

    págs. 578-593

    
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    A theory-based approach to teaching young children about health: A recipe for understanding

    Simone P. Nguyen, Mary Beth McCullough, Ashley Noble

    • Resumen

    págs. 594-606

    
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    Calculator use need not undermine direct-access ability: The roles of retrieval, calculation, and calculator use in the acquisition of arithmetic facts

    Aryn A. Pyke, Jo-Anne LeFevre

    • Resumen

    págs. 607-616

    
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    Fluency, accuracy, and gender predict developmental trajectories of arithmetic strategies.

    Martha Carr, Natalia Alexeev

    • Resumen

    págs. 617-631

    
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    A 3 × 2 achievement goal model

    Andrew J. Elliot, Kou Murayama, Reinhard Pekrun

    • Resumen

    págs. 632-648

    
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    Sources of self-efficacy: An investigation of elementary school students in France

    Gwénaëlle Joët, Ellen L. Usher, Pascal Bressoux

    • Resumen

    págs. 649-663

    
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    Confronting task difficulty in ego involvement: Change in performance goals

    Shamala Kumar, Carolyn M. Jagacinski

    • Resumen

    págs. 664-682

    
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    Why grades engender performance-avoidance goals: The mediating role of autonomous motivation

    Caroline Pulfrey, Fabrizio Butera, Céline Buchs

    • Resumen

    págs. 683-700

    
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    Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling

    Herbert W. Marsh, Benjamin Nagengast, Alexandre J.S. Morin, Roberto H. Parada, Rhonda G. Craven, Linda R. Hamilton

    • Resumen

    págs. 701-732

    
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    Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ)

    Herbert W. Marsh, Paul Ginns, Alexandre J.S. Morin, Benjamin Nagengast, Andrew J. Martin

    • Resumen

    págs. 733-748

    
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    Perceptions of the school social context across the transition to middle school: Heightened sensitivity among Latino students?

    Guadalupe Espinoza, Jaana Juvonen

    • Resumen

    págs. 749-758