Journal of educational psychology

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  Año 2023, Vol. 115, Número 6

  • Learning Processes and Instruction

    • Seleccionado

      Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience

      Fuxing Wang, Meixia Cheng, Richard Mayer

      • Resumen

      págs. 783-797

      
    • Seleccionado

      To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping

      Sarah Shi Hui Wong, Kagen Y. L. Lim, Stephen Wee Hun Lim

      • Resumen

      págs. 798-812

      
    • Seleccionado

      What Skills Related to the Control-of-Variables Strategy Need to Be Taught, and Who Gains Most?: Differential Effects of a Training Intervention

      Sonja Peteranderl, Peter A. Edelsbrunner, Anne Deiglmayr, Ralph Schumacher, Elsbeth Stern

      • Resumen
      • Texto completo

      págs. 813-835

      

  • STEM Motivation and Interest

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      Investigating bifactor modeling of biology undergraduates’ task values and achievement goals across semesters

      Jeffrey A. Greene, Matthew L. Bernacki, Robert D. Plumley, Shelbi Kuhlmann, Kelly A. Hogan, Mara Evans, Kathleen M. Gates, Abigail T. Panter

      • Resumen
      • Texto completo

      págs. 836-858

      
    • Seleccionado

      A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates

      Paul A. O'Keefe, E.J. Horberg, Carol S. Dweck, Gregory M. Walton

      • Resumen

      págs. 859-876

      

  • Dual Language Learners

    • Seleccionado

      The influence of classroom language contexts on dual language learners’ language development

      Tzu-Jung Lin, Jing Chen, Monica Lu, Jing Sun, Kelly Purtell, Arya Ansari, Laura M. Justice

      • Resumen

      págs. 877-890

      
    • Seleccionado

      Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice

      Joshua Sussan, Karen Draney, Mark Wilson

      • Resumen
      • Texto completo

      págs. 891-910