Journal of educational psychology

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  Año 2008, Vol. 100, Número 1

  • Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study

    Jan N. Hughes, Wen Luo, Oi-man Kwok, Linda K. Loyd

    • Resumen

    págs. 1-14

    

  • Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions

    Shun Lau, Youyan Nie

    • Resumen

    págs. 15-29

    

  • Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?

    Lynn S. Fuchs, Douglas Fuchs, Karla K. Stuebing, Jack M. Fletcher, Carol L. Hamlett, Warren Lambert

    • Resumen

    págs. 30-47

    

  • Mathematical competencies in children with different types of learning difficulties

    Ulf Andersson

    • Resumen

    págs. 48-66

    

  • Prediction of children's academic competence from their effortful control, relationships, and classroom participation

    Carlos Valiente Barroso, Kathryn Lemery-Chalfant, Jodi Swanson, Mark Reiser

    • Resumen

    págs. 67-77

    

  • A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?

    Herbert W. Marsh, Andrew J. Martin, Jacqueline H. S. Cheng

    • Resumen

    págs. 78-95

    

  • A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors

    Christine W. Koth, Catherine P. Bradshaw, Philip J. Leaf

    • Resumen

    págs. 96-104

    

  • The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance

    Judith M. Harackiewicz, Amanda M. Durik, Kenneth E. Barron, Lisa Linnenbrink-Garcia, John M. Tauer

    • Resumen

    págs. 105-122

    

  • A response to recent reanalyses of the National Reading Panel report: Effects of systematic phonics instruction are practically significant

    Karla K. Stuebing, Amy E. Barth, Paul T. Cirino, David J. Francis, Jack M. Fletcher

    • Resumen

    págs. 123-134

    

  • Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation

    Che Kan Leong, Shek Kam Tse, Ka Yee Loh, Kit-Tai Hau

    • Resumen

    págs. 135-149

    

  • Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up

    Karin Landerl, Heinz Wimmer

    • Resumen

    págs. 150-161

    

  • Early first-language reading and spelling skills predict later second-language reading and spelling skills

    Richard L. Sparks, Jon M. Patton, Leonore Ganschow, Nancy Humbach, James Javorshy

    • Resumen

    págs. 162-174

    

  • The mnemonic value of orthography for vocabulary learning

    Julie L. Rosenthal, Linnea C. Ehri

    • Resumen

    págs. 175-191

    

  • Early identification of reading difficulties using heterogeneous developmental trajectories

    Christy Kim Boscardin, Bengt Muthén, David J. Francis, Eva Baker

    • Resumen

    págs. 192-208

    

  • The effects of tasks on integrating information from multiple documents

    Raquel Cerdán Otero, Eduardo Vidal-Abarca Gámez

    • Resumen

    págs. 209-222

    

  • A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load

    Krista E. DeLeeuw, Richard E. Mayer

    • Resumen

    págs. 223-234