Journal of educational psychology

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  Año 2021, Vol. 113, Número 6

  • Reading

    • Seleccionado

      U.S. children’s understanding of the English alphabet: Its acquisition, conceptualization, and measurement

      Jason L. Anthony, Yi-Jui Iva Chen, Jeffrey M. Williams, Weiliang Cen, Noé A. Erazo

      • Resumen

      págs. 1073-1087

      
    • Seleccionado

      Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing

      Jeanne Sinclair, Eunice Eunhee Jang, Frank Rudzicz

      • Resumen

      págs. 1088-1106

      

  • STEM Learning

    • Seleccionado

      Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics

      Matthew L. Bernacki, Lucie Vosicka, Jenifer C. Utz, Carryn Bellomo Warren

      • Resumen

      págs. 1107-1125

      
    • Seleccionado

      Load reduction instruction in science and students’ science engagement and science achievement

      Andrew J. Martin, Paul Ginns, Emma C. Burns, Roger Kennett, Joel Pearson

      • Resumen

      págs. 1126-1142

      
    • Seleccionado

      Mathematics self-schema, motivation, and subject choice intention: A multiphase investigation

      Clarence Ng

      • Resumen

      págs. 1143-1163

      
    • Seleccionado

      The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample

      Jeremy P. Jamieson, Alexandra E. Black, Libbey E. Pelaia, Harry T. Reis

      • Resumen

      págs. 1164-1176

      

  • Motivation

    • Seleccionado

      A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load

      Kate M. Xu, Petra Koorn, Björn de Koning, Irene T. Skuballa, Lijia Lin, Maartje Henderikx, Herbert W. Marsh, John Sweller, Fred Paas

      • Resumen

      págs. 1177-1191

      
    • Seleccionado

      Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task

      Jennifer E. Symonds, James B. Schreiber, Benjamin M. Torsney

      • Resumen

      págs. 1192-1207

      
    • Seleccionado

      A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade

      Marjolein Zee, Kathleen Moritz Rudasill, Rianne J. Bosman

      • Resumen

      págs. 1208-1226

      
    • Seleccionado

      Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors

      Irena Burić, Lisa E. Kim, Flaviu A. Hodis

      • Resumen

      págs. 1227-1243

      

  • Learning Disabilities

    • Seleccionado

      The stability of learning disabilities among emergent bilingual children: A latent transition analysis

      H. Lee Swanson, Genesis D. Arizmendi, Jui-Teng Li

      • Resumen

      págs. 1244-1268

      
    • Seleccionado

      Promoting positive attitudes toward peers with disabilities: The role of information and imagined contact

      Maria Cristina Ginevra, Loris Vezzali, Elisabetta Camussi, Dora Capozza, Laura Nota

      • Resumen

      págs. 1269-1279