Journal of educational psychology

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  Año 2014, Vol. 106, Número 3

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    Introduction to the special section on computer-based assessment of cross-curricular skills and processes

    Samuel Greiff, Romain Martin, Birgit Spinath

    • Resumen

    págs. 605-607

    
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    The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment

    Frank Goldhammer, Johannes Naumann, Annette Stelter, Krisztina Tóth, Heiko Rölke, Eckhard Klieme

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    págs. 608-626

    
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    The role of time on task in computer-based low-stakes assessment of cross-curricular skills

    Sirkku Kupiainen, Mari-Pauliina Vainikainen, Jukka Marjanen, Jarkko Hautamäki

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    págs. 627-638

    
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    Computer-based assessment of school readiness and early reasoning

    Benö Csapó, Gyöngyvér Molnár, József Nagy

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    págs. 639-650

    
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    Toward automated computer-based visualization and assessment of team-based performance

    Dirk Ifenthaler

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    págs. 651-665

    
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    The computer-based assessment of complex problem solving and how it is influenced by students’ information and communication technology literacy

    Samuel Greiff, André Kretzschmar, Jonas C. Müller, Birgit Spinath, Romain Martin

    • Resumen

    págs. 666-680

    
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    Differential relations between facets of complex problem solving and students’ immigration background

    Philipp Sonnleitner, Martin Brunner, Ulrich Keller, Romain Martin

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    págs. 681-695

    
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    Boredom and academic achievement: Testing a model of reciprocal causation

    Reinhard Pekrun, Nathan C. Hall, Thomas Goetz, Raymond P. Perry

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    págs. 696-710

    
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    Perfectionism and motivation of adolescents in academic contexts

    Mimi Bong, Arum Hwang, Arum Noh, Sung-il Kim

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    págs. 711-729

    
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    The contribution of adolescent effortful control to early adult educational attainment

    Marie-Hélène Véronneau, Kristina Hiatt Racer, Gregory M. Fosco, Thomas J. Dishion

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    págs. 730-743

    
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    Academic self-handicapping and achievement: A meta-analysis

    Malte Schwinger, Linda Wirthwein, Gunnar Lemmer, Ricarda Steinmayr

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    págs. 744-761

    
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    Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Carol Connor, Mercedes Spencer, Stephanie L. Day, Sarah Giuliani, Sarah W. Ingebrand, Leigh McLean, Frederick J Morrison

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    págs. 762-778

    
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    Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance

    Connie Qun Guan, Feifei Ye, Richard K. Wagner, Wanjin Meng, Che Kan Leong

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    págs. 779-798

    
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    Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension

    Heidrun Stoeger, Christine Sontag, Albert Ziegler

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    págs. 799-814

    
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    Can babies learn to read?: A randomized trial of baby media

    Susan B. Neuman, Tanya Kaefer, Ashley Pinkham, Gabrielle Strouse

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    págs. 815-830

    
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    Does cognitive strategy training on word problems compensate for working memory capacity in children with math difficulties?

    H. Lee Swanson

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    págs. 831-848

    
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    Learning with retrieval-based concept mapping

    Janell R. Blunt, Jeffrey D. Karpicke

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    págs. 849-858

    
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    Can parents’ involvement in children’s education offset the effects of early insensitivity on academic functioning?

    Jennifer D. Monti, Eva M. Pomerantz, Glenn I. Roisman

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    págs. 859-869

    
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    Strengthening bullying prevention through school staff connectedness

    Lindsey M. O'Brennan, Tracy Evian Waasdorp, Catherine P. Bradshaw

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    págs. 870-880

    
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    Testing the theory of successful intelligence in teaching grade 4 language arts, mathematics, and science

    Robert J. Sternberg, Linda Jarvin, Damian P. Birney, Adam Naples, Steven E. Stemler, Tina Newman, Renate Otterbach, Carolyn Parish, Judi Randi, Elena L. Grigorenko

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    págs. 881-899