Journal of educational psychology

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  Año 2003, Vol. 95, Número 3. Texto Completo Ejemplar

  • Editorial: Is the work as good as it could be?

    Karen R. Harris

    • Resumen
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    págs. 451-452

    

  • Naming speed and phonological awareness as predictors of reading development.

    John R. Kirby, Rauno Parrila, Shannon L. Pfeiffer

    • Resumen
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    págs. 453-464

    

  • The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.

    D. K. Dickinson, Allyssa McCabe, Louisa Anastasopoulos, Ellen Peisner Feinberg

    • Resumen
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    págs. 465-481

    

  • Prediction of first-grade reading in Spanish-speaking English-language learners.

    Kim A. Lindsey, Franklin R. Manis, Caroline E. Bailey

    • Resumen
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    págs. 482-494

    

  • A model of mastery motivation for at-risk preschoolers.

    Lisa A. Turner, Burke Johnson

    • Resumen
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    págs. 495-505

    

  • Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?

    Ming Ming Chiu, Lawrence Khoo

    • Resumen
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    págs. 506-523

    

  • How does one know whether a person understands a device?: The quality of the questions the person asks when the device breaks down.

    Arthur C. Graesser, Brent A. Olde

    • Resumen
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    págs. 524-536

    

  • Transformation in narrative thought during adolescence: The structure and content of story compositions.

    Anne McKeough, Randy Genereux

    • Resumen
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    págs. 537-552

    

  • Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.

    Elisha Babad, Dinah Avni Babad, Robert Rosenthal

    • Resumen
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    págs. 553-562

    

  • Developmental changes in teachers' use of higher order thinking and content knowledge.

    Bruce Torff

    • Resumen
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    págs. 563-569

    

  • Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety.

    Stephen Brand, Robert Felner, Minsuk Shim, Anne Seitsinger, Thaddeus Dumas

    • Resumen
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    págs. 570-588

    

  • The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.

    James Pietsch, Richard L. Walker, Elaine Chapman

    • Resumen
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    págs. 589-603

    

  • A model of statistics performance based on achievement goal theory.

    Deborah Bandalos, Sara J. Finney, Jenenne A. Geske

    • Resumen
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    págs. 604-616

    

  • Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.

    Andrew J. Martin, Herbert W. Marsh, Alan Williamson, Raymond L. Debus

    • Resumen
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    págs. 617-628

    

  • Learning and understanding science instructional material.

    Robert Carlson, Paul Chandler, John Sweller

    • Resumen
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    págs. 629-640

    

  • Stress management through written emotional disclosure improves academic performance among college students with physical symptoms.

    Mark A. Lumley, Kimberly M. Provenzano

    • Resumen
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    págs. 641-649

    

  • International gender × item difficulty interactions in mathematics and science achievement tests.

    Andrew M. Penner

    • Resumen
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    págs. 650-655