Journal of educational psychology
Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts
págs. 235-251
Preschool home literacy practices and children's literacy development: A longitudinal analysis
págs. 252-271
Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction
págs. 272-290
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest
págs. 291-309
págs. 310-321
Native language proficiency, English literacy, academic achievement, and occupational attainment in limited-English-proficient students: A latent growth modeling perspective
págs. 322-342
págs. 343-379
págs. 380-386
Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance?: An experimental test of the match perspective versus self-determination theory
Maarten Vansteenkiste, Tinneke Timmermans, Willy Lens, Bart Soenens, Anja Van den Broeck
págs. 387-397
Task values, achievement goals, and interest: An integrative analysis
Chris S. Hulleman, Amanda M. Durik, Shaun B. Schweigert, Judith M. Harackiewicz
págs. 398-416
Striving for social dominance over peers: The implications for academic adjustment during early adolescence
págs. 417-428
Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys?
Marie-Hélène Véronneau, Frank Vitaro, Sarah L. Pedersen, Richard E. Tremblay
págs. 429-442
Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon
págs. 443-459
What makes lessons interesting?: The role of situational and individual factors in three school subjects
Yi-Miau Tsai, Mareike Kunter, Oliver Lüdtke, Ulrich Trautwein, Richard M. Ryan
págs. 460-472
Cognitive processing about classroom-relevant contexts: Teachers' attention to and utilization of girls' body size, ethnicity, attractiveness, and facial affect
págs. 473-489
- Página 1 de 1
