Journal of educational psychology

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  Año 2024, Vol. 116, Número 7

  • Artificial Intelligence in Education

    • Seleccionado

      Artificial Intelligence Enhances Children’s Science Learning From Television Shows

      Ying Xu, Kunlei He, Julian Levine, Daniel Ritchie, Zixuan Han, Andres S. Bustamante, Mark Warschauer

      • Resumen
      • Texto completo

      págs. 1071-1092

      

  • Mathematics Learning

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      Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains

      Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Douglas Fuchs, Laurie E. Cutting, Jeannette Mancilla-Martinez, BrittanyLee N. Martin, Daniel Espina

      • Resumen

      págs. 1093-1111

      
    • Seleccionado

      Deliberately making and correcting errors in mathematical problem-solving practice improves procedural transfer to more complex problems

      Janson Boon Khang Yap, Sarah Shi Hui Wong

      • Resumen

      págs. 1112-1128

      
    • Seleccionado

      Place value learning in kindergarten

      Kelly S. Mix, Corinne Bower, Gregory R. Hancock, Sandra Crespo, Linda B. Smith

      • Resumen

      págs. 1129-1152

      

  • Cognitive Load

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      Direct effects of cognitive load on self-efficacy during instruction

      David E. Feldon, Rebecca Brockbank, Kaylee Litson

      • Resumen

      págs. 1153-1171

      

  • Reading and Writing

    • Seleccionado

      Effects of Tier 1 Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Language Proficiency

      Jackie Eunjung Relyea, James S. Kim, Patrick Ruch, Jill Fitzgerald

      • Resumen
      • Texto completo

      págs. 1172-1195

      
    • Seleccionado

      Sustained use of data-based writing instruction before and during the COVID-19 pandemic

      Emma Shanahan, Seyma Birinci, Ahmed A. Alghamdi, Emily Reno, Erica S. Lembke, Kristen L. McMaster

      • Resumen

      págs. 1196-1214

      

  • Statistical Learning

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      Can explicit instruction boost statistical learning?: A meta-analytical review

      Jingli Ren, Min Wang, Katherine M. Conway

      • Resumen

      págs. 1215-1237

      

  • Multilingual Learners

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      Does classroom matter in bilingual students’ Chinese language achievement?: A multilevel analysis of the compositional effect and person–context interactions

      Baoqi Sun, Youyan Nie

      • Resumen

      págs. 1238-1249

      
    • Seleccionado

      Different Roles of Family Socioeconomic Status in Academic Trajectories Between Emergent Bilinguals and Their Peers Across Primary Years

      Ye Shen, Rui Wang

      • Resumen
      • Texto completo

      págs. 1250-1266

      

  • Emotions and Learning

    • Seleccionado

      Complex dynamics: Investigation of within- and between-person relationships between achievement emotions and emotion regulation during exam preparation through dynamic network modeling

      Martin Daumiller, David W. Putwain, Ulrike E. Nett

      • Resumen

      págs. 1267-1282

      
    • Seleccionado

      Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance

      Yuanyuan Hu, Andrew J. Elliot, Pieter Wouters, Marieke van der Schaaf, Liesbeth Kester, Reinhard Pekrun

      • Resumen

      págs. 1283-1299