Journal of educational psychology

• 

  Año 2024, Vol. 116, Número 5

  • Multilingual Learners

    • Mathematical problem solving in emergent bilingual children: Is growth related to the navigation between two working memory systems?

      H. Lee Swanson, Genesis D. Arizmendi, Jui-Teng Li

      • Resumen

      págs. 657-685

      

    • Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context

      Li Hong

      • Resumen

      págs. 686-702

      

  • Teacher Effects

    • How Stable Is Student Teachers’ Emotional Exhaustion?: Disentangling Different Components of Stability and Change Using the STARTS Model

      Bastian Carstensen, Karen Aldrup, Oliver Lüdtke, Uta Klusmann

      • Resumen
      • Texto completo

      págs. 703-718

      

    • A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes

      Sauro Civitillo, Anna-Maria Mayer, Philipp Jugert

      • Resumen

      págs. 719-741

      

  • STEM Outcomes

    • The Effects of Unstructured Out-of-School Engagement in Science on Adolescents’ Vocational Interests, Occupational Aspirations, Competencies, School Grades, and Ability Self-Concepts

      Thomas Gfrörer, Gundula Stoll, Sven Rieger, Benjamin Nagengast

      • Resumen
      • Texto completo

      págs. 742-761

      

    • Socioeconomic gaps in specific mathematical skills at different ages in primary school

      M. Constanza Ayala, Katherine Strasser Salinas, María Inés Susperreguy, Karla Castillo

      • Resumen

      págs. 762-784

      

    • Feeling joy × feeling competent: Predicting math-related occupational aspirations from math grades, gender, and parents’ occupational background via motivational beliefs

      Anna K. Nishen, Hannah Streck, Ursula Kessels, Ricarda Steinmayr

      • Resumen

      págs. 785-804

      

  • Reading Comprehension

    • Examining the effects of a game-based learning environment on fifth graders’ reading comprehension and reading motivation

      Samira Syal, John L. Nietfeld

      • Resumen

      págs. 805-819

      

    • Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children

      Mathieu Bignon, Sandrine Mejias, Séverine Casalis

      • Resumen

      págs. 820-835

      

    • Metacognitive Training Can Reduce Mindless Reading

      Marina Klimovich, Tobias Richter

      • Resumen
      • Texto completo

      págs. 836-852