Journal of educational psychology

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  Año 2017, Vol. 109, Número 8

  • Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis

    Carmen E. Sanchez, Kayla M. Atkinson, Alison C. Koenka, Hannah Moshontz, Harris Cooper

    • Resumen

    págs. 1049-1066

    

  • Four semesters investigating frequency of testing, the testing effect, and transfer of training

    Donald J. Foss, Joseph W. Pirozzolo

    • Resumen

    págs. 1067-1083

    

  • Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures

    Mark W. Lipsey, Kimberly Turner Nesbitt, Dale Clark Farran, Nianbo Dong, Mary Wagner Fuhs, Sandra Jo Wilson

    • Resumen

    págs. 1084-1102

    

  • Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade

    Jeanne Wanzek, Yaacov Petscher, Stephanie Al Otaiba, Brenna K. Rivas, Francesca G. Jones, Shawn C. Kent, Christopher Schatschneider, Paras D. Mehta

    • Resumen

    págs. 1103-1119

    

  • Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach

    Sara A. Schmitt, G. John Geldhof, David J. Purpura, Robert Duncan, Megan M Mcclelland

    • Resumen

    págs. 1120-1140

    

  • Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes: Is the influence of goals reducible to reasons?

    Nicolas Sommet, Andrew J. Elliot

    • Resumen

    págs. 1141-1162

    

  • Identifying pre–high school students’ science class motivation profiles to increase their science identification and persistence

    Jessica R. Chittum, Brett D. Jones

    • Resumen

    págs. 1163-1187

    

  • Ethnic composition and heterogeneity in the classroom: Their measurement and relationship with student outcomes

    Camilla Rjosk, Dirk Richter, Oliver Lüdtke, Jacquelynne S. Eccles

    • Resumen

    págs. 1188-1204