Journal of educational psychology

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  Año 2021, Vol. 113, Número 5

  • Reading Comprehension

    • Controlling speed in component skills of reading improves the explanation of reading comprehension

      Frank Goldhammer, Ulf Kroehne, Carolin Hahnel, Paul De Boeck

      • Resumen

      págs. 861-878

      

    • The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study

      Courtney Hattan, Patricia A. Alexander

      • Resumen

      págs. 879-897

      

  • STEM Teaching and Learning

    • Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention

      Sarah R. Powell, Katherine A. Berry, Anna-Mária Fall, Greg Roberts, Lynn S. Fuchs, Marcia Barnes

      • Resumen

      págs. 898-910

      

    • Numerical magnitude understanding in kindergartners: A specific and sensitive predictor of later mathematical difficulties?

      Rebecca Bull, Kerry Lee, David Múñez Méndez

      • Resumen

      págs. 911-928

      

    • Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof

      Mitchell J Nathan, Kelsey E. Schenck, Rebecca Vinsonhaler, Joseph E. Michaelis, Michael I. Swart, Candance Walkington

      • Resumen

      págs. 929-948

      

    • The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest

      Jennifer LaCosse, Mary C. Murphy, Julie A. Garcia, Sabrina Zirkel

      • Resumen

      págs. 949-971

      

  • Learning and Cognition

    • A learning method for all: The testing effect is independent of cognitive ability

      Bert Jonsson, Carola Hörnkvist-Wiklund, Tova Stenlund, Michael Anderson, Lars Nyberg

      • Resumen

      págs. 972-985

      

    • Comparing and combining retrieval practice and concept mapping

      Garrett M. O'Day, Jeffrey D. Karpicke

      • Resumen

      págs. 986-997

      

    • Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.

      Christian Burkhart, Andreas Lachner, Matthias Nückles

      • Resumen

      págs. 998-1023

      

    • Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.

      Xue Wang, Richard E. Mayer, Pu Zhou, Lin Lin

      • Resumen

      págs. 1024-1037

      

  • Grit

    • Grit: The long and short of it

      Monica Morell, Ji Seung Yang, Jessica R. Gladstone, Lara Turci Faust, Annette R. Ponnock, Hyo Jin Lim, Allan Wigfield

      • Resumen

      págs. 1038-1058

      

  • Vocational Interests in Secondary School

    • Vocational interest profiles in secondary school: Accounting for multiplicity and exploring associations with future-oriented choices

      Esther Slot, Larike H. Bronkhorst, Sanne Akkerman, Theo Wubbels

      • Resumen

      págs. 1059-1071