Journal of educational psychology

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  Año 2017, Vol. 109, Número 6

  • Web-based text structure strategy instruction improves seventh graders’ content area reading comprehension.

    Kausalai K. Wijekumar, Bonnie J. F. Meyer, Puiwa Lei

    • Resumen

    págs. 741-760

    

  • Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review

    Amy Elleman

    • Resumen

    págs. 761-781

    

  • Language-independent and language-specific aspects of early literacy: An evaluation of the common underlying proficiency model.

    J. Marc Goodrich, Christopher J. Lonigan

    • Resumen

    págs. 782-793

    

  • Differential effects of the classroom on African American and non-African American’s mathematics achievement.

    Katerina Schenke, Tutrang Nguyen, Tyler W. Watts, Julie Sarama, Douglas H. Clements

    • Resumen

    págs. 794-811

    

  • Classroom stress promotes motivated forgetting of mathematics knowledge

    Gerardo Ramirez, Ian M. McDonough, Ling Jin

    • Resumen

    págs. 812-825

    

  • Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement?

    Gary W Ladd, Idean Ettekal, Becky Kochenderfer Ladd

    • Resumen

    págs. 826-841

    

  • Short- and long-term effects of over-reporting of grades on academic self-concept and achievement.

    Fabio Sticca, Thomas Goetz, Ulrike E. Nett, Kyle Hubbard, Ludwig Haag

    • Resumen

    págs. 842-854

    

  • Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling

    Hanna Dumont, Paula Protsch, Malte Jansen, Michael Becker

    • Resumen

    págs. 855-870

    

  • The effects of student characteristics on teachers’ judgment accuracy: Disentangling ethnicity, minority status, and achievement

    Johanna Kaiser, Anna Südkamp, Jens Möller

    • Resumen

    págs. 871-888