Journal of educational psychology

• 

  Año 2019, Vol. 111, Número 4

  • Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model

    Emma C. Burns, Andrew J. Martin, Rebecca J. Collie

    • Resumen

    págs. 555-572

    

  • The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students

    Li-Fang Zhang, Hugo Horta, Jisun Jung, Gaowei Chen, Gerard A. Postiglione

    • Resumen

    págs. 573-589

    

  • The roles of transfer of learning and forgetting in the persistence and fadeout of early childhood mathematics interventions

    Connie Y. Kang, Greg J. Duncan, Douglas H. Clements, Julie Sarama, Drew H. Bailey

    • Resumen

    págs. 590-603

    

  • Children’s reasoning about decimals and its relation to fraction learning and mathematics achievement

    Ilyse Resnick, Luke Rinne, Christina Barbieri, Nancy C. Jordan

    • Resumen

    págs. 604-618

    

  • Generalizability of automated scores of writing quality in Grades 3–5

    Joshua Wilson, Dandan Chen, Micheal P. Sandbank, Michael Hebert

    • Resumen

    págs. 619-640

    

  • Effects of parent coaching on Filipino children’s numeracy, language, and literacy skills

    Katrina May Dulay, Sum Kwing Cheung, Philip Reyes, Catherine McBride-Chang

    • Resumen

    págs. 641-662

    

  • Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains

    A. Katrin Arens, Isabelle Schmidt, Franzis Preckel

    • Resumen

    págs. 663-684

    

  • Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study

    Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, Nikos Ntoumanis, Nicolas Gillet, Bo Ram Kim, Yong-Gwan Song

    • Resumen

    págs. 685-702

    

  • How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany

    Maja K. Schachner, Miriam Schwarzenthal, Fons J.R. van de Vijver, Peter Noack

    • Resumen

    págs. 703-716

    

  • The function of selection of assessment leads evaluators to artificially create the social class achievement gap

    Frédérique Autin, Anatolia Batruch, Fabrizio Butera

    • Resumen

    págs. 717-735

    

  • The lure of seductive details during lecture learning

    Laura Fries, Marci S. DeCaro, Gerardo Ramirez

    • Resumen

    págs. 736-749