Journal of educational psychology

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  Año 2013, Vol. 105, Número 2

  • A meta-analysis of the cognitive and motivational effects of serious games

    Pieter J. Wouters, Christof Van Nimwegen, Herre Van Oostendorp, Erik D. Van der Spek

    • Resumen

    págs. 249-265

    

  • educing verbal redundancy in multimedia learning: An undesired desirable difficulty?

    Carole L. Yue, Elizabeth Ligon Bjork, Robert A. Bjork

    • Resumen

    págs. 266-277

    

  • Learning with animation and illusions of understanding

    Eugene S. Paik, Gregory Schraw

    • Resumen

    págs. 278-289

    

  • Explanation feedback is better than correct answer feedback for promoting transfer of learning

    Andrew C. Butler, Namrata Godbole, Elizabeth J. Marsh

    • Resumen

    págs. 290-298

    

  • Note-taking with computers: Exploring alternative strategies for improved recall

    Dung C. Bui, Joel Myerson, Sandra Hale

    • Resumen

    págs. 299-309

    

  • A (Pan-Canadian) cluster randomized control effectiveness trial of the ABRACADABRA web-based literacy program

    Robert S. Savage, Philip C. Abrami, Noella Piquette, Eileen Wood, Gia Deleveaux, Sukhbinder Sanghera Sidhu, Giovani Burgos

    • Resumen

    págs. 310-328

    

  • Do films make you learn? Inference processes in expository film comprehension

    Maike Tibus, Anke Heier, Stephan Schwan

    • Resumen

    págs. 329-340

    

  • Managing face threats and instructions in online tutoring

    Benjamin Brummernhenrich, Regina Jucks

    • Resumen

    págs. 341-350

    

  • Extraneous perceptual information interferes with children's acquisition of mathematical knowledge

    Jennifer A. Kaminski, Vladimir M. Sloutsky

    • Resumen

    págs. 351-363

    

  • Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity

    Samuel Greiff, Sascha Wüstenberg, Gyöngyvér Molnár, Andreas Fischer, Joachim Funke, Benö Csapó

    • Resumen

    págs. 364-379

    

  • A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives

    Kira J. Carbonneau, Scott Marley, James P. Selig

    • Resumen

    págs. 380-400

    

  • Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality

    Teresa Limpo, Rui Alexandre Alves

    • Resumen

    págs. 401-413

    

  • Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer

    J. Marc Goodrich, Christopher J. Lonigan, JoAnn M. Farver

    • Resumen

    págs. 414-426

    

  • Enhancing a brief writing intervention to combat stereotype threat among middle-school students

    Natasha K. Bowen, Kate M. Wegmann, Kristina C. Webber

    • Resumen

    págs. 427-435

    

  • A contextualized view on long-term predictors of academic performance

    Janine Gut, Giselle Reimann, Alexander Grob

    • Resumen

    págs. 436-443

    

  • The effects of single-sex compared with coeducational schooling on mathematics and science achievement: Data from Korea

    Erin Pahlke, Janet Shibley Hyde, Janet E. Mertz

    • Resumen

    págs. 444-452

    

  • The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge

    David J. Purpura, Arthur J. Baroody, Christopher J. Lonigan

    • Resumen

    págs. 453-464

    

  • Early teacher expectations disproportionately affect poor children's high school performance

    Nicole S. Sorhagen

    • Resumen

    págs. 465-477

    

  • Sex-specific differential prediction of college admission tests: A meta-analysis

    Franziska Fischer, Johannes Schult, Benedikt Hell

    • Resumen

    págs. 478-488

    

  • The internal/external frame of reference of academic self-concept: Extension to a foreign language and the role of language of instruction

    Man K. Xu, Herbert W. Marsh, Kit-Tai Hau, Irene T. Ho, Alexandre J.S. Morin, Adel S. Abduljabbar

    • Resumen

    págs. 489-503

    

  • The role of goal attainment expectancies in achievement goal pursuit

    Corwin Senko, Chris S. Hulleman

    • Resumen

    págs. 504-521

    

  • Constructing motivation through choice, interest, and interestingness

    Erika A. Patall

    • Resumen

    págs. 522-534

    

  • Effectiveness of the KiVa Antibullying Program: Grades 1–3 and 7–9

    Anthi Karrá, Marinus J.M. Voeten, Todd J. Little, Erkki Alanen, Elisa Poskiparta, Christina Salmivalli

    • Resumen

    págs. 535-551

    

  • "Effectiveness of the KiVa antibullying program: Grades 1–3 and 7–9": Correction

    Anthi Karrá, Marinus J.M. Voeten, Todd J. Little, Erkki Alanen, Elisa Poskiparta, Christina Salmivalli

    • Resumen

    pág. 551

    

  • Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement

    Cintia V. Quiroga, Michel Janosz, Sherri Bisset, Alexandre J.S. Morin

    • Resumen

    págs. 552-560