Journal of educational psychology

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  Año 2025, Vol. 117, Número 2

  • Literacy

    • Seleccionado

      Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge

      Sonia Q. Cabell, James S. Kim, Thomas G. White, Charles J. Gale, Ashley A. Edwards, HyeJin Hwang, Yaacov Petscher, Rhonda M. Raines

      • Resumen
      • Texto completo

      págs. 153-175

      

  • Self-Regulated Learning

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      Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses

      Matthew L. Bernacki, Linyu Yu, Shelbi Kuhlmann, Robert D. Plumley, Jeffrey Alan Greene, Rebekah F. Duke, Rebekah Freed, Christina Hollander Blackmon, Kelly A. Hogan

      • Resumen
      • Texto completo

      págs. 176-205

      
    • Seleccionado

      Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning

      Anran Li, Mengqi Hu, Aohan Xu, Wenbo Zhao, Xiao Hu, David R. Shanks, Liang Luo, Chunliang Yang

      • Resumen

      págs. 206-227

      

  • Math

    • Seleccionado

      The association between relational reasoning in nonverbal and verbal representations and mathematics achievement

      Eason Sai-Kit Yip, Terry T. Y. Wong

      • Resumen

      págs. 228-245

      
    • Seleccionado

      All real numbers are important: The significance of negative number understanding for mathematics achievement

      Terry T. Y. Wong, Eason Sai-Kit Yip

      • Resumen

      págs. 246-256

      

  • Self-Concept

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      Big-fish–little-pond effects on ninth-grade students’ mathematics and language self-concepts: The moderating role of cognitive ability

      Thea Klapp, Jan-Eric Gustafsson, Stefan Johansson

      • Resumen

      págs. 257-272

      
    • Seleccionado

      Temporal comparison effects on students’ academic self-concepts: An investigation of different comparison periods in the 2I/E model with weighted achievement levels

      Fabian Wolff, Alexandra Petrak, Theresa Dicke, Jens Möller

      • Resumen
      • Texto completo

      págs. 273-291

      

  • Motivation

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      Longitudinal relationships between academic self-control and achievement motivation during different adolescence stages

      Minhye Lee, Yoonsun Jang

      • Resumen
      • Texto completo

      págs. 292-307

      
    • Seleccionado

      Investigating the remembered success effect with elementary and middle school students

      Bridgid Finn, David B. Miele, Allan Wigfield

      • Resumen

      págs. 308-335