Journal of educational psychology

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  Año 2018, Vol. 110, Número 5

  • Seleccionado

    Emotional support, social goals, and classroom behavior: A multilevel, multisite study

    Kathryn R. Wentzel, Katherine Muenks, Daniel McNeish, Shannon Russell

    • Resumen

    págs. 611-627

    
  • Seleccionado

    Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment

    Anne C. Frenzel, Betty Becker Kurz, Reinhard Pekrun, Thomas Goetz, Oliver Lüdtke

    • Resumen

    págs. 628-639

    
  • Seleccionado

    Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills.

    Saskia Rietdijk, Daphne van Weijen, Tanja Janssen, Huub van den Bergh, Gert Rijlaarsdam

    • Resumen

    págs. 640-663

    
  • Seleccionado

    Different presentations of a mathematical concept can support learning in complementary ways

    Andrew K. Lampinen, James L. McClelland

    • Resumen

    págs. 664-682

    
  • Seleccionado

    A latent growth moderated mediation model of math achievement and postsecondary attainment: Focusing on context-invariant predictors.

    R. Sergio Guglielmi, Nancy Brekke

    • Resumen

    págs. 683-708

    
  • Seleccionado

    Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?

    Richard Göllner, Wolfgang Wagner, Jacquelynne S. Eccles, Ulrich Trautwein

    • Resumen

    págs. 709-725

    
  • Seleccionado

    When am I ever going to use this in the real world? Cognitive flexibility and urban adolescents’ negotiation of the value of mathematics.

    J. S. Matthews

    • Resumen

    págs. 726-746