Journal of educational psychology

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  Año 2015, Vol. 107, Número 3

  • Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations

    David I. Miller, Alice H. Eagly, Marcia C Linn

    • Resumen

    págs. 631-644

    

  • Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments

    David H. Reiley, David L. Neumann, Glenda Andrews

    • Resumen

    págs. 645-662

    

  • More value through greater differentiation: Gender differences in value beliefs about math.

    Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Brigitte Schreier, Isabelle Häfner, Ulrich Trautwein, Benjamin Nagengast

    • Resumen

    págs. 663-677

    

  • The art of living together: Reducing stereotyping and prejudicial attitudes through the Arab-Jewish Class Exchange Program (CEP)

    Roni Berger, Hisham Abu Raiya, Marc Gelkopf

    • Resumen

    págs. 678-688

    

  • The worked example effect, the generation effect, and element interactivity.

    Ouhao Chen, Slava Kalyuga, John Sweller

    • Resumen

    págs. 689-704

    

  • The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions

    Julian Roelle, Nina Lehmkuhl, Martin-Uwe Beyer, Kirsten Berthold

    • Resumen

    págs. 705-723

    

  • The instructor’s face in video instruction: Evidence from two large-scale field studies

    René F. Kizilcec, Jeremy N. Bailenson, Charles J. Gomez

    • Resumen

    págs. 724-739

    

  • The social dimension of learning through argumentation: Effects of human presence and discourse style

    Christa S. C. Asterhan, Miriam Babichenko

    • Resumen

    págs. 740-755

    

  • Do children’s executive functions account for associations between early autonomy-supportive parenting and achievement through high school?

    Samantha W. Bindman, Eva M. Pomerantz, Glenn I. Roisman

    • Resumen

    págs. 756-770

    

  • "The instructor’s face in video instruction: Evidence from two large-scale field studies”: Correction to Kizilcec, Bailenson, and Gomez (2015).

    • Resumen

    pág. 770

    

  • Early childhood memory and attention as predictors of academic growth trajectories

    Deborah Stipek, Rachel A. Valentino

    • Resumen

    págs. 771-788

    

  • Nonlinear Gompertz curve models of achievement gaps in mathematics and reading

    Claire E. Cameron, Kevin J. Grimm, Joel S. Steele, Laura Castro Schilo, David W Grissmer

    • Resumen

    págs. 789-804

    

  • Teacher (mis)perceptions of preschoolers’ academic skills: predictors and associations with longitudinal outcomes

    Courtney N. Baker, Marianne H. Tichovolsky, Janis B. Kupersmidt, Mary Ellen Voegler Lee, Mary Ellen Voegler Lee

    • Resumen

    págs. 805-820

    

  • Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement

    Juyeon Song, Mimi Bong, Kyehyoung Lee, Sung-il Kim

    • Resumen

    págs. 821-841

    

  • Do grades shape students’ school engagement? The psychological consequences of report card grades at the beginning of secondary school

    Astrid M. G. Poorthuis, Jaana Juvonen, Sander Thomaes, Jaap J. A. Denissen, Bram Orobio de Castro, Marcel A. G. van Aken

    • Resumen

    págs. 842-854

    

  • Self-regulated strategy instruction in college developmental writing

    Charles MacArthur, Zoi Philippakos, Melissa Ianetta

    • Resumen

    págs. 855-867

    

  • Rapid automatized naming and reading performance: a meta-analysis

    Susana Araújo, Alexandra Reis, Karl Magnus Petersson, Luis Faísca

    • Resumen

    págs. 868-883

    

  • Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades

    Barbara R. Foorman, Sharon Koon, Yaacov Petscher, Alison Mitchell, Adrea Truckenmiller

    • Resumen

    págs. 884-899

    

  • Interleaved practice improves mathematics learning

    Doug Rohrer, Robert F. Dedrick, Sandra Stershic

    • Resumen

    págs. 900-908

    

  • Conceptual knowledge of fraction arithmetic

    Robert S. Siegler, Hugues Lortie Forgues

    • Resumen

    págs. 909-918

    

  • "Conceptual knowledge of fraction arithmetic": Correction to Siegler and Lortie-Forgues (2015)

    • Resumen

    pág. 918