Journal of educational psychology

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  Año 2020, Vol. 112, Número 2

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    Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth

    Shaylene E. Nancekivell, Priti Shah, Susan A. Gelman

    • Resumen

    págs. 221-235

    
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    Implementation matters: Using complier average causal effect estimation to determine the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s quality of life

    Margarita Panayiotou, Neil Humphrey, Alexandra Hennessy

    • Resumen
    • Texto completo

    págs. 236-253

    
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    Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments?: A systematic review

    Noah L. Schroeder, Ada T. Cenkci

    • Resumen

    págs. 254-270

    
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    The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors

    Juyeon Song, Hanna Gaspard, Benjamin Nagengast, Ulrich Trautwein

    • Resumen

    págs. 271-286

    
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    “Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence”: Correction to Geary et al. (2019)

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    pág. 287

    
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    The role of representational system in relational reasoning

    Alexa M. Kottmeyer, Peggy N. Van Meter, Claire E. Cameron

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    págs. 288-307

    
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    A Population-Level Analysis of Associations Between School MusicParticipation and Academic Achievement

    Martin Guhn, Scott D. Emerson, Peter Gouzouasis

    • Resumen
    • Texto completo

    págs. 308-328

    
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    A population-level analysis of associations between school music participation and academic achievement": Correction to Guhn, Emerson, and Gouzouasis (2019)

    • Resumen
    • Texto completo

    pág. 328

    
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    At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes

    Shayne B. Piasta, Kristin S. Farley, Susan A. Mauck, Pamela Soto Ramírez, Rachel E. Schachter, Ann A. O'Connell, Laura M. Justice, Caitlin F. Spear, Melissa Weber Mayrer

    • Resumen

    págs. 329-343

    
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    The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation

    Sabina Rak Neugebauer, Allison F. Gilmour

    • Resumen

    págs. 344-363

    
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    Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains

    Fani Lauermann, Anja Meißner, Ricarda Steinmayr

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    págs. 364-383

    
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    Don’t eliminate the negative: influences of negative number magnitude knowledge on algebra performance and learning

    Laura K. Young, Julie L. Booth

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    págs. 384-396

    
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    Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts

    Fabian Wolff, Friederike Helm, Fynn Junge, Jens Möller

    • Resumen

    págs. 397-415