Journal of educational psychology

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  Año 2007, Vol. 99, Número 1

  • An ecological study of intersubjectivity and the opening of closed minds

    John K. Bengston, Tesia T. Marshik

    • Resumen

    págs. 1-11

    

  • Doing the things we do: A grounded theory of academic procrastination

    Gregory Schraw, Theresa Wadkins, Lori Olafson

    • Resumen

    págs. 12-25

    

  • Verbal abuse by the teacher during childhood and academic, behavioral, and emotional adjustment in young adulthood

    Mara Brendgen, Brigitte Wanner, Frank Vitaro, William Bukowski, Richard E. Tremblay

    • Resumen

    págs. 26-38

    

  • Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades

    Jan N. Hughes, Oi-man Kwok

    • Resumen

    págs. 39-51

    

  • An examination of the relationship between achievement values and perceptions of barriers among low-SES African American and Latino students

    April Z. Taylor, Sandra Graham

    • Resumen

    págs. 52-64

    

  • Motivational dynamics of children's academic help-seeking and concealment

    Gwen Marchand, Ellen Skinner

    • Resumen

    págs. 65-82

    

  • Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement

    Helen Patrick, Allison M. Ryan, Avi Kaplan

    • Resumen

    págs. 83-98

    

  • The stereotyped task engagement process: The role of interest and achievement motivation

    Jessi L. Smith, Carol Sansone, Paul H. White

    • Resumen

    págs. 99-114

    

  • A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving

    Asha K. Jitendra, Cynthia C. Griffin, Priti Haria, Wayne Lee, Aimee Adams, Anju Kaduvettoor-Davidson

    • Resumen

    págs. 115-127

    

  • The origins of diverse domains of mathematics: Generalist genes but specialist environments

    Y. Kovas, S. A. Petrill, R. Plomin

    • Resumen

    págs. 128-139

    

  • Congruence of mother and teacher educational expectations and low-income youth's academic competence

    Aprile D. Benner, Rashmita S. Mistry

    • Resumen

    págs. 140-153

    

  • Speech perception, vocabulary, and the development of reading skills in english among Korean- and English-speaking children

    Penny Chiappe, Barbara Glaeser, Doreen Ferko

    • Resumen

    págs. 154-166

    

  • What predicts skill in lecture note taking?

    Stephen T. Peverly, Vivek Ramaswamy, Cindy Brown, James Sumowski, Moona Alidoost, Joanna Garner

    • Resumen

    págs. 167-180

    

  • Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level

    Christopher A. Wolters, Stacy G. Daugherty

    • Resumen

    págs. 181-193

    

  • Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format

    Roxana Moreno, Alfredo Valadez García

    • Resumen

    págs. 194-206

    

  • Spelling development in young children: A case of representational redescription?

    Sarah Critten, Karen J. Pine, Dorothy Steffler

    • Resumen

    págs. 207-220