Journal of educational psychology

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  Año 2022, Vol. 114, Número 5

  • Learning Processes

    • Lateral reading on the open Internet: A district-wide field study in high school government classes

      Sam Wineburg, Joel Breakstone, Sarah McGrew, Mark D. Smith, Teresa Ortega

      • Resumen
      • Texto completo

      págs. 893-909

      

    • Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts

      Ian Thacker, Gale M. Sinatra

      • Resumen

      págs. 910-927

      

    • The benefits of successive relearning on multiple learning outcomes

      Philip A. Higham, Bettina Zengel, Laura K. Bartlett, Julie A. Hadwin

      • Resumen

      págs. 928-944

      

  • Motivation, Beliefs, and Outcomes

    • Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models

      Fernando Núñez Regueiro, Jacques Juhel, Pascal Bressoux, Cécile Nurra

      • Resumen

      págs. 945-965

      

    • Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation

      Lena Keller, Franzis Preckel, Jacquelynne Eccles, Martin Brunner

      • Resumen

      págs. 966-991

      

    • The mathematical, motivational, and cognitive characteristics of high mathematics achievers in primary school

      Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt

      • Resumen

      págs. 992-1004

      

    • Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence

      Wonjoon Hong, Matthew L. Bernacki

      • Resumen

      págs. 1005-1027

      

    • Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes

      Jeanette Zambrano, Alana A. U. Kennedy, Crystal Aguilera, Nicole Yates, Erika A. Patall

      • Resumen

      págs. 1028-1047

      

    • The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective

      Jasmin Breitwieser, Garvin Brod

      • Resumen

      págs. 1048-1061

      

    • Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter

      Daria K. Benden, Fani Lauermann

      • Resumen

      págs. 1062-1085

      

    • Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance

      Melis Muradoglu, Zachary Horne, Matthew D. Hammond, Sarah-Jane Leslie, Andrei Cimpian

      • Resumen

      págs. 1086-1100

      

  • Large Scale International Assessments

    • Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries

      Ronnel B. King, Ming Ming Chiu, Hongfei Du

      • Resumen

      págs. 1101-1120

      

    • How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?

      Artur Pokropek, Gary N. Marks, Francesca Borgonovi

      • Resumen

      págs. 1121-1135

      

  • Multilingual Learners

    • Cognition and writing development in early adolescent English learners

      Anqi Peng, Michael J. Orosco, Hui Wang, H. Lee Swanson, Deborah K. Reed

      • Resumen

      págs. 1136-1155

      

    • Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.

      Mary-Claire Ball, Erin Curran, Fabrice Tanoh, Hermann Akpé, Shakhlo Nematova, Kaja K. Jasińska

      • Resumen

      págs. 1156-1177

      

  • Mathematics

    • Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control

      Alex M. Silver, Leanne Elliott, Melissa E. Libertus

      • Resumen

      págs. 1178-1191

      

    • Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement

      Nicole R. Scalise, David J. Purpura

      • Resumen

      págs. 1192-1204