Journal of educational psychology

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  Año 2015, Vol. 107, Número 1

  • Inaugural editorial for the Journal of Educational Psychology

    Steve Graham

    • Resumen

    págs. 1-2

    

  • Editorial

    Art Graesser

    • Resumen

    pág. 3

    

  • Important text characteristics for early-grades text complexity

    Jill Fitzgerald, Jeff Elmore, Heather Koons, Elfrieda H. Hiebert, Kimberly Bowen, Eleanor E. Sanford Moore, A. Jackson Stenner

    • Resumen

    págs. 4-29

    

  • Successful learning with multiple graphical representations and self-explanation prompts

    Martina A. Rau, Vincent Aleven, Nikol Rummel

    • Resumen

    págs. 30-46

    

  • An imagination effect in learning from scientific text

    Claudia Leopold, Richard E. Mayer

    • Resumen

    págs. 47-63

    

  • Matching learning style to instructional method: Effects on comprehension

    Beth A. Rogowsky, Barbara M. Calhoun, Paula Tallal

    • Resumen

    págs. 64-75

    

  • Toward an understanding of dimensions, predictors, and the gender gap in written composition

    Young-Suk Kim, Stephanie Al Otaiba, Jeanne Wanzek, Brandy Gatlin

    • Resumen

    págs. 75-95

    

  • Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes

    Adrian Pasquarella, Xi Chen, Alexandra Gottardo, Esther Geva

    • Resumen

    págs. 96-110

    

  • Bilingual phonological awareness: Reexamining the evidence for relations within and across languages

    Lee Branum-Martin, Sha Tao, Sarah Garnaat

    • Resumen

    págs. 111-125

    

  • Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8

    Kenneth klund, Minna Torppa, Mikko Aro, Paavo H. T. Leppänen, Heikki Lyytinen

    • Resumen

    págs. 126-140

    

  • Parallel and serial reading processes in children’s word and nonword reading

    Madelon Van den Boer, Peter F. de Jong

    • Resumen

    págs. 141-151

    

  • Classmate characteristics and student achievement in 33 countries: Classmates’ past achievement, family socioeconomic status, educational resources, and attitudes toward reading

    Ming Ming Chiu, Bonnie Wing-Yin Chow

    • Resumen

    págs. 152-169

    

  • To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

    Sara E. Rimm-Kaufman, Alison E. Baroody, Ross A. A. Larsen, Timothy W. Curby, Tashia Abry

    • Resumen

    págs. 170-185

    

  • “Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept

    Jan Retelsdorf, Katja Schwartz, Frank Asbrock

    • Resumen

    págs. 186-194

    

  • Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science

    Christopher S. Rozek, Janet S. Hyde, Ryan C. Svoboda, Chris S. Hulleman, Judith M. Harackiewicz

    • Resumen

    págs. 195-206

    

  • Prekindergarten children’s executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings

    Mary Wagner Fuhs, Dale Clark Farran, Kimberly Turner Nesbitt

    • Resumen

    págs. 207-221

    

  • The effect of training and consultation condition on teachers’ self-reported likelihood of adoption of a daily report card

    Alex S. Holdaway, Julie Sarno Owens

    • Resumen

    págs. 222-235

    

  • Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky

    Peggy Keller, Olivia A. Smith, Lauren R. Gilbert, Shuang Bi, Eric A. Haak, Joseph A. Buckhalt

    • Resumen

    págs. 236-245

    

  • Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up

    Riitta-Leena Metsäpelto, Eija Pakarinen, Noona Kiuru, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi

    • Resumen

    págs. 246-257

    

  • The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries

    Herbert W. Marsh, Adel S. Abduljabbar, Alexandre J.S. Morin, Philip D. Parker, Faisal A. Abdelfattah, Benjamin Nagengast, Maher M. Abu-Hilal

    • Resumen

    págs. 258-271

    

  • Social consequences of academic teaming in middle school: The influence of shared course taking on peer victimization

    Leslie Echols

    • Resumen

    págs. 272-283

    

  • Long-term implications of early education and care programs for Australian children

    Rebekah Levine Coley, Caitlin McPherran Lombardi, Jacqueline Sims

    • Resumen

    págs. 284-299

    

  • “He who can, does; he who cannot, teaches?”: Stereotype threat and preservice teachers

    Toni A. Ihme, Jens Möller

    • Resumen

    págs. 300-308

    

  • Value development underlies the benefits of parents’ involvement in children’s learning: A longitudinal investigation in the United States and China

    Cecilia Sin Sze Cheung, Eva M. Pomerantz

    • Resumen

    págs. 309-320