Journal of educational psychology

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  Año 2007, Vol. 99, Número 4

  • School functioning in early adolescence: Gender-linked responses to peer victimization

    Wendy L. G. Hoglund

    • Resumen

    págs. 683-699

    

  • Stability and change in achievement goals

    James W. Fryer, Andrew J. Elliot

    • Resumen

    págs. 700-714

    

  • Between- and within-domain relations of students' academic emotions

    Thomas Goetz, Anne C. Frenzel, Reinhard Pekrun, Nathan C. Hall, Oliver Lüdtke

    • Resumen

    págs. 715-733

    

  • Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis

    Catherine Ratelle, Frédéric Guay, Robert J. Vallerand, Simon Larose, Caroline Senécal

    • Resumen

    págs. 734-746

    

  • Teacher motivational strategies and student self-determination in physical education

    Ian M. Taylor, Nikos Ntoumanis

    • Resumen

    págs. 747-760

    

  • Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning

    Guy Roth, Yaniv Kanat-Maymon, Haya Kaplan

    • Resumen

    págs. 761-774

    

  • Do university teachers become more effective with experience?: A multilevel growth model of students' evaluations of teaching over 13 years

    Herbert W. Marsh

    • Resumen

    págs. 775-790

    

  • Signaling in expository hypertexts compensates for deficits in reading skill

    Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christman, Norbert Groeben

    • Resumen

    págs. 791-807

    

  • Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers

    Andrew T. Stull, Richard E. Mayer

    • Resumen

    págs. 808-820

    

  • Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study

    Nonie K. Lesaux, Andre Rupp, Linda S. Siegel

    • Resumen

    págs. 821-834

    

  • Predictors of reading and spelling abilities in first- and second-language learners

    Wilma Jongejan, Ludo Verhoeven, Linda S. Siegel

    • Resumen

    págs. 835-851

    

  • Stages in Chinese children's reading of English words

    Li Yin, Richard C. Anderson, Jin Zhu

    • Resumen

    págs. 852-866

    

  • Development of the interplay between automatic processes and cognitive resources in reading

    Jeffrey Walczyk, Min Wei, Diana A. Grifith Ross, Sarah E. Goubert, Alison L. Cooper, Peijia Zha

    • Resumen

    págs. 867-887

    

  • The impact of print exposure quality and inference construction on syllogistic reasoning

    Helena P. Osana, Guy L. Lacroix, Bradley J. Tucker, Einat Idan, Guillaume W. Jabbour

    • Resumen

    págs. 888-902