Journal of educational psychology

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  Año 2020, Vol. 112, Número 8

  • Race

    • Seleccionado

      Black–White achievement gaps differ by family socioeconomic status from early childhood through early adolescence

      Daphne A. Henry, Laura Betancur Cortés, Elizabeth Votruba-Drzal

      • Resumen

      págs. 1471-1489

      

  • Math and Reading

    • Seleccionado

      How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions

      Elke Baten, Maarten Vansteenkiste, Gert-Jan De Muynck, Eline De Poortere, Annemie Desoete

      • Resumen

      págs. 1490-1505

      
    • Seleccionado

      Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children

      George K. Georgiou, Wei Wei, Tomohiro Inoue, Ciping Deng

      • Resumen

      págs. 1506-1520

      
    • Seleccionado

      Parent–child number application activities predict children’s math trajectories from preschool to primary school

      Xiao Zhang, Bi Ying Hu, Xinzhuo Zou, Lixin Ren

      • Resumen

      págs. 1521-1531

      
    • Seleccionado

      The componential model of reading in bilingual learners

      Miao Li, Poh Wee Koh, Esther Geva, R. Malatesha Joshi, Xi Chen

      • Resumen

      págs. 1532-1545

      

  • Science

    • Seleccionado

      Using process data to explain group differences in complex problem solving

      Beate Eichmann, Frank Goldhammer, Samuel Greiff, Liene Brandhuber, Johannes Naumann

      • Resumen

      págs. 1546-1562

      
    • Seleccionado

      Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade

      Christopher J. Anthony, Julia Ogg

      • Resumen

      págs. 1563-1581

      
    • Seleccionado

      The relative effectiveness of different active learning implementations in teaching elementary school students how to design simple experiments

      Amedee Marchand Martella, David Klahr, Wenling Li

      • Resumen

      págs. 1582-1596

      
    • Seleccionado

      The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal

      Daniel Cervone, Lara Mercurio, Carmen Lilley

      • Resumen

      págs. 1597-1613

      

  • Self-Concept and Stress

    • Seleccionado

      Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model

      Malte Jansen, Oliver Lüdtke, Alexander Robitzsch

      • Resumen

      págs. 1614-1631

      
    • Seleccionado

      Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes

      Justin Travis, Alyssa Kaszycki, Michael Geden, James Bunde

      • Resumen

      págs. 1632-1643

      

  • Transition to Middle School

    • Seleccionado

      Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school.

      Fabian Wolff, Allan Wigfield, Jens Möller, Anna-Lena Dicke, Jacquelynne Eccles

      • Resumen

      págs. 1644-1660

      

  • Teachers and Classrooms

    • Seleccionado

      Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model

      Lisa E. Kim, Irena Budic-Leto

      • Resumen

      págs. 1661-1676

      
    • Seleccionado

      Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model": Correction to Kim and Burić (2019)

      Lisa E. Kim, Irena Budic-Leto

      • Resumen

      pág. 1676

      

  • Personality-Engagement Relation

    • Seleccionado

      Stability and change in student classroom composition and its impact on peer victimization

      J. Ashwin Rambaran, Marijtje A. J. van Duijn, Jan Kornelis Dijkstra, René Veenstra

      • Resumen

      págs. 1677-1691

      

  • Other

    • Seleccionado

      Does perceived cohesion mediate the student personality–engagement relationship in the university setting?

      Grégoire Bosselut, Óscar Castro Vargas, Severine Chevalier, Evelyne Fouquereau

      • Resumen

      págs. 1692-1700