Journal of educational psychology

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  Año 2017, Vol. 109, Número 5

  • How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.

    Katherine Muenks, Allan Wigfield, Ji Seung Yang, Colleen R. O'Neal

    • Resumen

    págs. 599-620

    

  • Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

    Justin W. Vollet, Thomas Kindermann, Ellen A. Skinner

    • Resumen

    págs. 621-634

    

  • It’s all a matter of perspective: Viewing first-person video modeling examples promotes learning of an assembly task.

    Logan Fiorella, Tamara van Gog, Vincent Hoogerheide, Richard E. Mayer

    • Resumen

    págs. 653-665

    

  • Can collaborative learning improve the effectiveness of worked examples in learning mathematics?

    Endah Retnowati, Paul Ayres, John Sweller

    • Resumen

    págs. 666-679

    

  • Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study.

    David C. Geary, Alan Nicholas, Yaoran Li, Jianguo Sun

    • Resumen

    págs. 680-693

    

  • Working memory strategies during rational number magnitude processing.

    Michelle Hurst, Sara Cordes

    • Resumen

    págs. 694-708

    

  • Phonological processing in children with specific reading disorder versus typical learners

    Janin Brandenburg, Julia Klesczewski, Kirsten Schuchardt, Anne Fischbach, Gerhard Büttner, Marcus Hasselhorn

    • Resumen

    págs. 709-726

    

  • Peer influence on children’s reading skills: A social network analysis of elementary school classrooms.

    North Cooc, James S. Kim

    • Resumen

    págs. 727-740