Journal of educational psychology

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  Año 2003, Vol. 95, Número 1. Texto Completo Ejemplar

  • Fluency: A review of developmental and remedial practices.

    Melanie R. Kuhn, Steven A. Stahl

    • Resumen
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    págs. 3-21

    

  • Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography.

    Peter F. de Jong, Aryan van der Leij

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    págs. 22-40

    

  • Effects of alphabet-letter instruction on young children's word recognition.

    Theresa A. Roberts

    • Resumen
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    págs. 41-51

    

  • Use of partial information in learning to read Chinese characters.

    Richard C. Anderson, Wenling Li, Yu-Min Ku, Hua Shu, Ningning Wu

    • Resumen
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    págs. 52-57

    

  • The Stroop Color-Word Test: Genetic and environmental influences; Reading, mental ability, and personality correlates.

    Wendy Johnson, Thomas J. Bouchard Jr., Nancy L. Segal, Margaret Keyes, Jay Samuels

    • Resumen
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    págs. 58-65

    

  • Accuracy of metacognitive monitoring affects learning of texts.

    Keith W. Thiede, Mary C. M. Anderson, David Therriault

    • Resumen
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    págs. 66-73

    

  • Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families.

    Nancy E. Hill, Stracie A. Craft

    • Resumen
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    págs. 74-83

    

  • Children's autonomy and perceived control in learning: A model of motivation and achievement in Taiwan.

    Hsiao d'Ailly

    • Resumen
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    págs. 84-96

    

  • A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

    Martyn Standage, Joan L. Duda, Nikos Ntoumanis

    • Resumen
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    págs. 97-110

    

  • The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.

    Ellen Rydell Altermatt, Eva M. Pomerantz

    • Resumen
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    págs. 111-123

    

  • Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.

    Frédéric Guay, Herbert W. Marsh, Michel Boivin

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    págs. 124-136

    

  • The behaviors, interactions, and perceptions of junior high school students during small-group learning.

    Robyn M. Gillies

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    págs. 137-147

    

  • Sense of relatedness as a factor in children's academic engagement and performance.

    Carrie Furrer, Ellen Skinner

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    págs. 148-162

    

  • Community violence exposure and children's academic functioning.

    David Schwartz, Andrea Hopmeyer Gorman

    • Resumen
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    págs. 163-173

    

  • In search of the benefits of learning Latin.

    Ludwig Haag, Elsbeth Stern

    • Resumen
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    págs. 174-178

    

  • Understanding procrastination from a self-regulated learning perspective.

    Christopher A. Wolters

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    págs. 179-187

    

  • Can offline metacognition enhance mathematical problem solving?

    Annemie Desoete, Herbert Roeyers, Armand De Clercq

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    págs. 188-200