Journal of educational psychology

• 

  Año 2017, Vol. 109, Número 2

  • Pre-K classroom-economic composition and children’s early academic development

    Portia Miller, Elizabeth Votruba-Drzal, Meghan McQuiggan, Alyssa Shaw

    • Resumen

    págs. 149-165

    

  • School transition practices and children’s social and academic adjustment in kindergarten

    Kyle DeMeo Cook, Rebekah Levine Coley

    • Resumen

    págs. 166-177

    

  • Individual and class norms differentially predict proactive and reactive aggression: A functional analysis

    Karin S. Frey, Zoe Higheagle Strong, Adaurennaya C. Onyewuenyi

    • Resumen

    págs. 178-190

    

  • What happens to the fish’s achievement in a little pond? A simultaneous analysis of class-average achievement effects on achievement and academic self-concept

    Franziska Stäbler, Michael Becker, Jürgen Baumert

    • Resumen

    págs. 191-207

    

  • Homework and achievement: Using smartpen technology to find the connection

    Kevin Rawson, Thomas F. Stahovich, Richard E. Mayer

    • Resumen

    págs. 208-219

    

  • Benefits of guided self-management of attention on learning accounting

    Seedwell T. M. Sithole, Paul Chandler, Indra Abeysekera, Fred Paas

    • Resumen

    págs. 220-232

    

  • Learning to read with and without feedback, in and out of context

    Sandra Martin Chang

    • Resumen

    págs. 233-244

    

  • The role of the updating function in solving arithmetic word problems

    Kanetaka Mori, Masahiko Okamoto

    • Resumen

    págs. 245-256

    

  • Effects of ABRACADABRA literacy instruction on children with autism spectrum disorder

    Benjamin Bailey, Joanne Arciuli, R.J. Stancliffe

    • Resumen

    págs. 257-268

    

  • Creativity and academic achievement: a meta-analysis

    Aleksandra Gajda, Maciej Karwowski, Ronald A. Beguetto

    • Resumen

    págs. 269-299