Journal of educational psychology

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  Año 2012, Vol. 104, Número 3

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    Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension.

    Sarah H. Eason, Lindsay F. Goldberg, Katherine M. Young, Megan C. Geist, Laurie E. Cutting

    • Resumen

    págs. 515-528

    
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    "The snake raised its head": Content novelty alters the reading performance of students at risk for reading disabilities and ADHD.

    Suzanne M. Beike, Sydney S. Zentall

    • Resumen

    págs. 529-540

    
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    Children's early literacy growth in relation to classmates' self-regulation.

    Lori E. Skibbe, Beth M. Phillips, Stephanie L. Day, Holly E. Brophy-Herb, Carol Connor

    • Resumen

    págs. 541-553

    
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    Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.

    Keith W. Thiede, Joshua S. Redford, Jennifer Wiley, Thomas D. Griffin

    • Resumen

    págs. 554-564

    
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    Visual mnemonics for language learning: Static pictures versus animated morphs

    Alexander Soemer, Stephan Schwan

    • Resumen

    págs. 565-579

    
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    Math and science achievement in english language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

    R. Sergio Guglielmi

    • Resumen

    págs. 580-602

    
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    Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade

    Stephanie E. Moser, Stephen G. West, Jan N. Hughes

    • Resumen

    págs. 603-621

    
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    Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically sensitive design

    Nicole Harlaar, Yulia Kovas, Philip S. Dale, Stephen A. Petrill, Robert Plomin

    • Resumen

    págs. 622-635

    
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    Finding similarities and differences in the solutions of word problems

    Stephen K. Reed, Sara Stebick, Brittany Comey, Donja Carrol

    • Resumen

    págs. 636-646

    
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    Building kindergartners' number sense: A randomized controlled study

    Nancy C. Jordan, Joseph Glutting, Nancy I Dyson, Brenna Hassinger-Das, Casey Irwin

    • Resumen

    págs. 647-660

    
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    Taking it to the classroom: Number board games as a small group learning activity

    Geetha B. Ramani, Robert S. Siegler, Aline Hitti

    • Resumen

    págs. 661-672

    
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    Early math interest and the development of math skills

    Paige H. Fisher, Jennifer Dobbs-Oates, Greta L. Doctoroff, David H. Arnold

    • Resumen

    págs. 673-681

    
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    The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

    Michael Becker, Oliver Lüdtke, Ulrich Trautwein, Olaf Köller, Jürgen Baumert

    • Resumen

    págs. 682-699

    
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    Classroom emotional climate, student engagement, and academic achievement

    María Regina Reyes, Marc A. Brackett, Susan E. Rivers, Mark White, Peter Salovey

    • Resumen

    págs. 700-712

    
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    Are academic discounting and devaluing double-edged swords? Their relations to global self-esteem, achievement goals, and performance among stigmatized students

    Florence Loose, Isabelle Régner, Alexandre J.S. Morin, Florence Dumas

    • Resumen

    págs. 713-725

    
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    Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching

    Ruth Butler

    • Resumen

    págs. 726-742

    
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    Accuracy of teachers' judgments of students' academic achievement: A meta-analysis

    Anna Südkamp, Johanna Kaiser, Jens Möller

    • Resumen

    págs. 743-762

    
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    Probing for the multiplicative term in modern expectancy--value theory: A latent interaction modeling study

    Ulrich Trautwein, Herbert W. Marsh, Benjamin Nagengast, Oliver Lüdtke, Gabriel Nagy, Kathrin Jonkmann

    • Resumen

    págs. 763-777

    
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    Changing the pond, not the fish: Following high-ability students across different educational environments

    Matthew C. Makel, Seon-Young Lee, Paula Olszewski-Kubilius, Martha Putallaz

    • Resumen

    págs. 778-792

    
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    The effect of track changes on the development of academic self-concept in high school: A dynamic test of the big-fish-little-pond effect

    Sofie Wouters, Bieke De Fraine, Hilde Colpin, Jan van Damme, Karine Verschueren

    • Resumen

    págs. 793-805

    
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    Perceived competence moderates the relation between performance-approach and performance-avoidance goals

    Wilbert Law, Andrew J. Elliot, Kou Murayama

    • Resumen

    págs. 806-819

    
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    Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation

    Cecilia Sin-Sze Cheung, Eva M. Pomerantz

    • Resumen

    págs. 820-832

    
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    Understanding historical thinking at historic sites

    Christine Baron

    • Resumen

    págs. 833-847

    
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    Computer-mediated communication with distant friends: Relations with adjustment during students' first semester in college

    John D. Ranney, Wendy Troop-Gordon

    • Resumen

    págs. 848-861

    
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    Patterns of school readiness among head start children: Meaningful within-group variability during the transition to kindergarten

    Christine M. McWayne, Katherine Cheung, Linnie E. Green Wright, Debbie L. Hahs Vaughn

    • Resumen

    págs. 862-878