Journal of educational psychology

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  Año 2019, Vol. 111, Número 3

  • Efficacy of a high school extensive reading intervention for English learners with reading difficulties

    Sharon Vaughn, Leticia R. Martinez, Kelly J. Williams, Jeremy Miciak, Anna-Mária Fall, Greg Roberts

    • Resumen

    págs. 373-386

    

  • Decoding and reading comprehension: A test of the decoding threshold hypothesis

    Zuowei Wang, John P. Sabatini, Tenaha O'reilly, Jonathan J. Deeks

    • Resumen

    págs. 387-401

    

  • Predicting success on high-stakes math tests from preschool math measures among children from low-income homes

    Emily R. Fyfe, Bethany Rittle-Johnson, Dale Clark Farran

    • Resumen

    págs. 402-413

    

  • Individual differences in addition strategy choice: A psychometric evaluation

    Katherine T. Rhodes, Sarah L. Lukowski, Lee Branum-Martin, John E. Opfer, David C. Geary, Stephen A. Petrill

    • Resumen

    págs. 414-433

    

  • Direct and indirect paths from linguistic skills to arithmetic school performance

    Vivian Singer, Katherine Strasser Salinas, Ariel Cuadro

    • Resumen

    págs. 434-445

    

  • Executive function and academic achievement: Longitudinal relations from early childhood to adolescence

    Sammy F. Ahmed, Sandra L. Tagg, Nicholas E. Waters, Pamela Davis-Kean

    • Resumen

    págs. 446-458

    

  • A longitudinal study of the domain-generality of African American students’ causal attributions for academic success

    Heidi A. Vuletich, Beth Kurtz-Costes, Kenneth A. Bollen, Stephanie J. Rowley

    • Resumen

    págs. 459-474

    

  • Parental responses to bullying: Understanding the role of school policies and practices

    Sarah Lindstrom Johnson, Tracy Evian Waasdorp, Larissa M. Gaias, Catherine P. Bradshaw

    • Resumen

    págs. 475-487

    

  • Emotional intelligence and empathy in aggressors and victims of school violence

    Estefanía Estévez López, Teresa Isabel Jiménez, Lucía Segura

    • Resumen

    págs. 488-496

    

  • Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach

    Nathalie Aelterman, Maarten Vansteenkiste, Leen Haerens, Bart Soenens, Johnny R. J. Fontaine, Johnmarshall Reeve

    • Resumen

    págs. 497-521

    

  • Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning

    Cristina D. Zepeda, Christina O. Hlutkowsky, Anne C. Partika, Timothy J. Nokes-Malach

    • Resumen

    págs. 522-541

    

  • Prediction of children’s early academic adjustment from their temperament: The moderating role of peer temperament

    Sarah K. Johns, Carlos Valiente Barroso, Nancy Eisenberg, Tracy L. Spinrad, Maciel M. Hernández, Jody Southworth, Rebecca H. Berger, Marilyn S. Thompson, Kassondra M. Silva, Armando A. Pina

    • Resumen

    págs. 542-555