Journal of educational psychology

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  Año 2008, Vol. 100, Número 3

  • Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

    Lynn S. Fuchs, Douglas Fuchs, Caitlin F. Craddock, Kurstin N. Hollenbeck, Carol L. Hamlett, Christopher Schatschneider

    • Resumen

    págs. 491-509

    

  • Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others

    Herbert W. Marsh, Ulrich Trautwein, Oliver Lüdtke, Olaf Köller

    • Resumen

    págs. 510-524

    

  • Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement

    Gian Vittorio Caprara, Roberta Fida, Michele Vecchione, Giannetta Del Bove, Giovanni Maria Vecchio, Claudio Barbaranelli, Albert Bandura

    • Resumen

    págs. 525-534

    

  • Does a new learning environment come up to students' expectations?: A longitudinal study

    Karen D. Könings, Saskia Brand-Gruwel, Jeroen J.G. van Merriënboer, Nick J. Broers

    • Resumen

    págs. 535-548

    

  • Using argumentation vee diagrams (AVDs) for promoting argument-counterargument integration in reflective writing

    E. Michael Nussbaum

    • Resumen

    págs. 549-565

    

  • Predictors of word decoding and reading fluency across languages varying in orthographic consistency

    George K. Georgiou, Rauno Parrila, Timothy C. Papadopoulos

    • Resumen

    págs. 566-580

    

  • Working memory and intelligence in children: What develops?

    H. Lee Swanson

    • Resumen

    págs. 581-602

    

  • When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise

    Slava Kalyuga

    • Resumen

    págs. 603-612

    

  • On the measurement of achievement goals: Critique, illustration, and application

    Andrew J. Elliot, Kou Murayama

    • Resumen

    págs. 613-628

    

  • The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment

    Sharon E. Tabachnick, Raymond B. Miller, George E. Relyea

    • Resumen

    págs. 629-642

    

  • Addressees of performance goals

    Albert Ziegler, Markus Dresel, Heidrun Stoeger

    • Resumen

    págs. 643-654

    

  • Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis

    S. Serena Shim, Allison M. Ryan, Carolyn J. Anderson

    • Resumen

    págs. 655-671

    

  • An exploration of young adolescents' social achievement goals and social adjustment in middle school

    Allison M. Ryan, S. Serena Shim

    • Resumen

    págs. 672-687

    

  • Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective

    Julie Boiché, Philippe Sarrazin, Frédérick M.E. Grouzet, Luc G. Pelletier, Julien Chanal

    • Resumen

    págs. 688-701

    

  • Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns

    Uta Klusmann, Mareike Kunter, Ulrich Trautwein, Oliver Lüdtke, Jürgen Baumert

    • Resumen

    págs. 702-715

    

  • Pedagogical content knowledge and content knowledge of secondary mathematics teachers

    Stefan Krauss, Martin Brunner, Mareike Kunter, Jürgen Baumert, Werner Blum, Michael Neubrand, Alexander H. Jordan

    • Resumen

    págs. 716-725