Journal of educational psychology

• 

  Año 2005, Vol. 97, Número 1

  • Relations Among the Structure of Learning Tasks, Achievement, and Changes in Self-Efficacy in Secondary Students

    Philip H. Winne, Ken R. Lodewyk

    págs. 3-12

    

  • Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities

    Bruce Torff

    págs. 13-22

    

  • Relations Among Personal Agency, Motivation, and School Adjustment in Early Adolescence

    Todd J. Little, Theodore A. Walls

    págs. 23-31

    

  • Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups

    Ho Hsiu-Zu, Sehee Hong

    págs. 32-42

    

  • The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers

    Bruce Saddler, Steve Graham

    págs. 43-54

    

  • Putting Transfer Back on Trial: Modeling Individual Differences in the Transfer of Decoding-Skill Gains to Other Aspects of Reading Acquisition

    Marci Summers, Jennifer Vail, Amy Elleman, Natalie G. Olinghouse, Amanda C. Appleton, Donald L. Compton, Jan Vining

    págs. 55-69

    

  • Rereading Effects Depend on Time of Test

    Walter Kintsch, Katherine A. Rawson

    págs. 70-80

    

  • Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language

    Stephen Burgess, Catherine McBride-Chang

    págs. 81-87

    

  • The Effect of Relevance Instructions on Reading Time and Learning

    Matthew T. McCrudden, Gretchen Kambe, Gregory Schraw

    págs. 88-102

    

  • Exploring Differences in Students' Copy-and-Paste Decision Making and Processing: A Mixed-Methods Study

    Matthew T. McCrudden, Roger Bruning, L. Brent Igo

    págs. 103-116

    

  • Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game

    Richard B. Mayer, Roxana Moreno

    págs. 117-128