Journal of educational psychology

• 

  Año 2020, Vol. 112, Número 4

  • Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER)

    Young-Suk Grace Kim

    • Resumen

    págs. 667-684

    

  • Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities

    Marcia Barnes, Nathan H. Clemens, Anna-Mária Fall, Greg Roberts, Alice Klein, Prentice Starkey, Bruce D. McCandliss, Tricia Zucker, Kylie Flynn

    • Resumen

    págs. 685-700

    

  • The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school

    Carol Booth Olson, Katrina Woodworth, Nicole Arshan, Rebecca W. Black, Huy Q Chung, Catherine D'Aoust, Tim Dewar, Linda Friedrich, Lauren Godfrey, Robert Land, Tina Matuchniak, Robin Scarcella, Laurie Stowell

    • Resumen

    págs. 701-717

    

  • Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach

    Nancy Scammacca, Anna-Mária Fall, Philip Capin, Greg Roberts, Elizabeth A. Swanson

    • Resumen

    págs. 718-734

    

  • Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?

    Karen Aldrup, Uta Klusmann, Oliver Lüdtke

    • Resumen

    págs. 735-750

    

  • Leaving the pond—Choosing an ocean: Effects of student composition on STEM major choices at university

    Luise von Keyserlingk, Michael Becker, Malte Jansen, Kai Maaz

    • Resumen

    págs. 751-764

    

  • Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?

    Matthew L. Bernacki, Lucie Vosicka, Jenifer C. Utz

    • Resumen

    págs. 765-781

    

  • Reducing interference from misconceptions: The role of inhibition in knowledge revision

    Reese Butterfuss, Panayiota Kendeou

    • Resumen

    págs. 782-794

    

  • Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving

    Loredana Mihalca, Christoph Mengelkamp

    • Resumen

    págs. 795-810

    

  • Performing under challenge: The differing effects of ability and normative performance goals

    Logan Fiorella, Shelbi Kuhlmann

    • Resumen

    págs. 811-822

    

  • Performing under challenge: he differing effects of ability and normative performance goals

    Yoonkyung Chung, Mimi Bong, Sung-il Kim

    • Resumen
    • Texto completo

    págs. 823-840

    

  • Timing matters!: Explaining between study phases enhances students’ learning

    Andreas Lachner, Andreas Lachner, Vincent Hoogerheide, Tamara van Gog, Alexander Renkl

    • Resumen

    págs. 841-853