Journal of educational psychology

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  Año 2019, Vol. 111, Número 1

  • The reading comprehension and vocabulary knowledge of children with poor reading comprehension despite adequate decoding: Evidence from a regression-based matching approach.

    Mercedes Spencer, Richard K. Wagner, Yaacov Petscher

    • Resumen

    págs. 1-14

    

  • Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

    Emily Phillips Galloway, Paola Uccelli

    • Resumen

    págs. 15-31

    

  • Learning vocabulary from educational media: The role of pedagogical supports for low-income preschoolers.

    Susan B. Neuman, Kevin M. Wong, Rachel Flynn, Tanya Kaefer

    • Resumen

    págs. 32-44

    

  • Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance.

    Vincent Hoogerheide, Alexander Renkl, Logan Fiorella, Fred Paas, Tamara van Gog

    • Resumen

    págs. 45-56

    

  • The more human, the higher the performance?: Examining the effects of anthropomorphism on learning with media.

    Sascha Schneider, Alexandra Häßler, Tanja Habermeyer, Maik Beege, Günter Daniel Rey

    • Resumen

    págs. 57-72

    

  • The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples.

    Darren J Yeo, Lisa K. Fazio

    • Resumen

    págs. 73-90

    

  • Analytical assessment of course sequencing: The case of methodological courses in psychology.

    Laura Betancur, Benjamin Margolin Rottman, Elizabeth Votruba-Drzal, Christian D. Schunn

    • Resumen

    págs. 91-103

    

  • Adult and student interactions in nonclassroom settings

    Anne H. Cash, Katrina J. Debnam, Tracy Evian Waasdorp, Mary Wahl, Catherine P. Bradshaw

    • Resumen

    págs. 104-117

    

  • The negative year in school effect: Extending scope and strengthening causal claims

    Philip D. Parker, Herbert W. Marsh, Felix Thoemmes, Nicholas Biddle

    • Resumen

    págs. 118-130

    

  • University instructors’ achievement goals for teaching

    Martin Daumiller, Oliver Dickhäuser, Markus Dresel

    • Resumen

    págs. 131-148

    

  • Reconsidering jigsaw social psychology: Longitudinal effects on social interdependence, sociocognitive conflict regulation, motivation, and achievement

    Cary J. Roseth, You-kyung Lee, William A. Saltarelli

    • Resumen

    págs. 149-169

    

  • Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement

    Rebecca J. Collie, Andrew J. Martin, Natacha Massar, Christine L Roberts

    • Resumen

    págs. 170-187