Journal of educational psychology

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  Año 2012, Vol. 104, Número 2

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    A longitudinal analysis of academic English proficiency outcomes for adolescent English language learners in the United States.

    Rachel B. Slama

    • Resumen

    págs. 265-285

    
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    Longitudinal predictors of spelling and reading comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese children.

    Tong Li, Catherine McBride-Chang, Anita Wong, Hua Shu

    • Resumen

    págs. 286-301

    
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    Cognition and literacy in English language learners at risk for reading disabilities.

    H. Lee Swanson, Michael J. Orosco, Cathy M. Lussier

    • Resumen

    págs. 302-320

    
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    Investigating the factor structure and measurement invariance of phonological abilities in a sufficiently transparent language.

    Timothy C. Papadopoulos, Panayiota Kendeou, George Spanoudis

    • Resumen

    págs. 321-336

    
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    Differential susceptibility to early literacy intervention in children with mild perinatal adversities: Short- and long-term effects of a randomized control trial.

    Verna A. C. van der Kooy-Hofland, Jacoba van der Kooy, Adriana G. Bus, Marinus H. van Ijzendoorn, Gouke J. Bonsel

    • Resumen

    págs. 337-349

    
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    Indirect effects of child reports of teacher--student relationship on achievement.

    Jan N. Hughes, Jiun-Yu Wu, Oi-man Kwok, Victor Villarreal, Audrea Y. Johnson

    • Resumen

    págs. 350-365

    
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    Social experiences in kindergarten and academic achievement in grade 1: A monozygotic twin difference study.

    Frank Vitaro, Michel Boivin, Mara Brendgen, Alain Girard, Ginette Dionne

    • Resumen

    págs. 366-380

    
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    School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: The impact of peer victimization and adult support.

    Lina Darwich, Shelley Hymel, Terry Waterhouse

    • Resumen

    págs. 381-392

    
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    Changes in how students use and are called homophobic epithets over time: Patterns predicted by gender, bullying, and victimization status.

    V. Paul Poteat, Laura M. O'Dwyer, Ethan H. Mereish

    • Resumen

    págs. 393-406

    
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    Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior.

    Alex Casillas, Steve Robbins, Jeff Allen, Yi-Lung Kuo, Mary Ann Hanson, Cynthia Schemeiser

    • Resumen

    págs. 407-420

    
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    Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences.

    Rebecca J. Bulotsky-Shearer, Ximena Dominguez, Elizabeth R. Bell

    • Resumen

    págs. 421-438

    
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    What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

    Angela L. Duckworth, Patrick D. Quinn, Eli Tsukayama

    • Resumen

    págs. 439-451

    
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    Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies.

    Inga Glogger, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl

    • Resumen

    págs. 452-468

    
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    How learning about scientists' struggles influences students' interest and learning in physics.

    Huang-Yao Hong, Xiaodong Lin-siegler

    • Resumen

    págs. 469-484

    
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    Emotional design in multimedia learning

    Eunjoon Rachel Um, Jan L. Plass, Elizabeth O. Hayward, Bruce D. Homer

    • Resumen

    págs. 485-498

    
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    Academic factors that affect undergraduate research experiences

    Roman Taraban, Erin Logue

    • Resumen

    págs. 499-514