Journal of educational psychology

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  Año 2010, Vol. 102, Número 3

  • Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion.

    Reinhard Pekrun, Thomas Goetz, Lia M. Daniels, Robert H. Stupnisky, Raymond P. Perry

    • Resumen

    págs. 531-549

    

  • Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations.

    Carlos Valiente Barroso, Jodi Swanson, Kathryn Lemery-Chalfant

    • Resumen

    págs. 550-560

    

  • Should students have a gap year? Motivation and performance factors relevant to time out after completing school.

    Andrew J. Martin

    • Resumen

    págs. 561-576

    

  • Social contagion of motivation between teacher and student: Analyzing underlying processes.

    Rémi Radel, Philippe Sarrazin, Pascal Legrain, T. Cameron Wild

    • Resumen

    págs. 577-587

    

  • Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

    Hyungshim Jang, Johnmarshall Reeve, Edward L. Deci

    • Resumen

    págs. 588-600

    

  • Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

    Dharmananda Jairam, Kenneth A. Kiewra

    • Resumen

    págs. 601-614

    

  • Does language matter in multimedia learning? Personalization principle revisited.

    Günizi Kartal

    • Resumen

    págs. 615-624

    

  • A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions.

    Shanta Hattikudur, Nicole M. McNeil, Aaron Weinberg, Ana C. Stephens, Pamela Asquith, Eric J. Knuth, Martha W. Alibali

    • Resumen

    págs. 625-634

    

  • Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

    Virginia W. Berninger, Robert D. Abbott

    • Resumen

    págs. 635-651

    

  • Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?

    Young-Suk Kim, Yaacov Petscher, Christopher Schatschneider, Barbara R. Foorman

    • Resumen

    págs. 652-667

    

  • Reading achievement across three language groups: Growth estimates for overall reading and reading subskills obtained with the Early Childhood Longitudinal Survey.

    Greg Roberts, Sarojani S. Mohammed, Sharon Vaughn

    • Resumen

    págs. 668-686

    

  • Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension.

    Jennifer G. Cromley, Lindsey E. Snyder-Hogan, Ulana A. Luciw-Dubas

    • Resumen

    págs. 687-700

    

  • Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners.

    Jeannette Mancilla-Martinez, Nonie K. Lesaux

    • Resumen

    págs. 701-711

    

  • Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction.

    Xi Chen, Fen Xu, Thien-Kim Nguyen, Guanglei Hong, Yun Wang

    • Resumen

    págs. 712-728

    

  • Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

    Lisa A. Fast, James L. Lewis, Michael J. Bryant, Kathleen A. Bocian

    • Resumen

    págs. 729-740

    

  • Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

    Robert M. Klassen, Ming Ming Chiu

    • Resumen

    págs. 741-756

    

  • African Americans and boys: Understanding the literacy gap, tracing academic trajectories, and evaluating the role of learning-related skills.

    J. S. Matthews, Karmen T. Kizzie, Stephanie J. Rowley, Kai S. Cortina

    • Resumen

    págs. 757-771