Journal of educational psychology

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  Año 2016, Vol. 108, Número 8

  • Close analysis of texts with structure (CATS): An intervention to teach reading comprehension to at-risk second grader

    Joanna P. Williams, Jenny C. Kao, Lisa S. Pao, Jill G. Ordynans, J. Grant Atkins, Rong Cheng, Daniel DeBonis

    • Resumen

    págs. 1061-1077

    

  • The influence of properties of the test and their interactions with reader characteristics on reading comprehension: an explanatory item response study

    Paulina A. Kulesz, David J. Francis, Marcia Barnes, Jack M. Fletcher

    • Resumen

    págs. 1078-1097

    

  • The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions

    Melissa M. Patchan, Christian D. Schunn, Richard J. Correnti

    • Resumen

    págs. 1098-1120

    

  • When, and for whom, analogies help: The role of spatial skills and interleaved presentation

    Allison J. Jaeger, Andrew R. Taylor, Jennifer Wiley

    • Resumen

    págs. 1121-1139

    

  • Relational reasoning in word and in figure

    Patricia A. Alexander, Lauren M. Singer, Sophie Jablansky, Courtney Hattan

    • Resumen

    págs. 1140-1152

    

  • Working memory components and problem-solving accuracy: are there multiple pathways?

    H. Lee Swanson, Wenson Fung

    • Resumen

    págs. 1153-1177

    

  • Comparing three models of achievement goals: goal orientations, goal standards, and goal complexes

    Corwin Senko, Katie L. Tropiano

    • Resumen

    págs. 1178-1192

    

  • Teachers’ emotional exhaustion is negatively related to students’ achievement: evidence from a large-scale assessment study

    Uta Klusmann, Dirk Richter, Oliver Lüdtke

    • Resumen

    págs. 1193-1203