Journal of educational psychology

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  Año 2020, Vol. 112, Número 5

  • Literacy

    • Seleccionado

      Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks

      Jill Fitzgerald, Jeff Elmore, Jackie Eunjung Relyea, A. Jackson Stenner

      • Resumen

      págs. 855-879

      
    • Seleccionado

      Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills

      Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Min Hyun Oh, Janna Brown McClain

      • Resumen

      págs. 880-894

      

  • Other

    • Seleccionado

      “Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills”: Correction.

      • Resumen

      pág. 894

      

  • Learning

    • Seleccionado

      Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations

      Logan Fiorella, Andrew T. Stull, Shelbi Kuhlmann, Richard E. Mayer

      • Resumen

      págs. 895-906

      
    • Seleccionado

      The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students

      Ying Liu, Ru-de Liu, Jon R. Star, Jia Wang, Rui Zhen, Huimin Tong

      • Resumen

      págs. 907-921

      
    • Seleccionado

      Replicated evidence towards a cognitive theory of game-based training

      Jocelyn Parong, Ashleigh Wells, Richard E. Mayer

      • Resumen

      págs. 922-937

      

  • Young Children

    • Seleccionado

      Off-task behavior in kindergarten: Relations to executive function and academic achievement

      Lillie Moffett, Frederick J. Morrison

      • Resumen

      págs. 938-955

      
    • Seleccionado

      The role of elementary school and home quality in supporting sustained effects of pre-K

      Jinjoo Han, Erin E. O'Connor, Meghan P. McCormick

      • Resumen

      págs. 956-972

      

  • School Dropout

    • Seleccionado

      Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout

      Robin Samuel, Kaspar Burger

      • Resumen
      • Texto completo

      págs. 973-986

      
    • Seleccionado

      Linking changes in perceived academic control to university dropout and university grades: A longitudinal approach

      Lisa Respondek, Tina Seufert, Jeremy M. Hamm, Ulrike E. Nett

      • Resumen
      • Texto completo

      págs. 987-1002

      

  • Motivation

    • Seleccionado

      Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education

      Sungjun Won, Eric M. Anderman, Rick S. Zimmerman

      • Resumen

      págs. 1003-1019

      
    • Seleccionado

      Perceived relevance of digital badges predicts longitudinal change in program engagement

      Ross Higashi, Christian D. Schunn

      • Resumen

      págs. 1020-1041

      

  • Teachers

    • Seleccionado

      The association between teaching students with disabilities and teacher turnover

      Allison F. Gilmour, Joseph H. Wehby

      • Resumen

      págs. 1042-1060

      
    • Seleccionado

      Job satisfaction of teachers and their principals in relation to climate and student achievement

      Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Philip Riley, Julia Waldeyer

      • Resumen

      págs. 1061-1073

      

  • Achievement and Working Memory

    • Seleccionado

      What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories

      Dana Miller-Cotto, James P. Byrnes

      • Resumen

      págs. 1074-1084