Journal of educational psychology

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  Año 2012, Vol. 104, Número 1

  • Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students.

    Andrew J. Martin, Judy Anderson, Janette Bobis, Jennifer Way, Rosemary Vellar

    • Resumen

    págs. 1-18

    

  • Relationships among adolescents' perceptions of friends' behaviors, academic self-concept, and math performance.

    Martin H. Jones, Shannon R. Audley-Piotrowski, Sarah M. Kiefer

    • Resumen

    págs. 19-31

    

  • Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives.

    AnneMarie M. Conley

    • Resumen

    págs. 32-47

    

  • Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.

    Chiungjung Huang

    • Resumen

    págs. 48-73

    

  • Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong.

    Lisbeth Ku, Helga Dittmar, Robin Banerjee

    • Resumen

    págs. 74-86

    

  • The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science.

    Mei-Shiu Chiu

    • Resumen

    págs. 87-107

    

  • Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.

    Bart Soenens, Eline Sierens, Maarten Vansteenkiste, Filip Dochy, Luc Goossens

    • Resumen

    págs. 108-120

    

  • Maternal mediation of word writing in Chinese across Hong Kong and Beijing.

    Dan Lin, Catherine McBride-Chang, Dorit Aram, Hua Shu, Iris Levin, Jeung-Ryeul Cho

    • Resumen

    págs. 121-137

    

  • Setting lower limits high: The role of boundary goals in achievement motivation.

    Katherine S. Corker, M. Brent Donnellan

    • Resumen

    págs. 138-149

    

  • Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

    Robert M. Klassen, Nancy E. Perry, Anne C. Frenzel

    • Resumen

    págs. 150-165

    

  • Prevalence and nature of late-emerging poor readers.

    Hugh W. Catts, Donald L. Compton, J. Bruce Tomblin, Mindy Sittner Bridges

    • Resumen

    págs. 166-181

    

  • Online tutoring as a pivotal quality of web-based early literacy programs.

    Cornelia A. T. Kegel, Adriana G. Bus

    • Resumen

    págs. 182-192

    

  • Unraveling the mystery of mirror writing in typically developing children.

    Jean-Paul Fischer, Youssef Tazouti

    • Resumen

    págs. 193-205

    

  • Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.

    David C. Geary, Mary K. Hoard, Lara Nugent, Drew H. Bailey

    • Resumen

    págs. 206-223

    

  • Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.

    Pamela M. Seethaler, Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton

    • Resumen

    págs. 224-234

    

  • Narrative games for learning: Testing the discovery and narrative hypotheses.

    Deanne M. Adams, Richard E. Mayer, Andrew MacNamara, Alan Koening, Richard Wainess

    • Resumen

    págs. 235-249

    

  • Verbal redundancy in multimedia learning environments: A meta-analysis.

    Alusola O. Adesope, John C. Nesbit

    • Resumen

    págs. 250-263