Journal of educational psychology

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  Año 2024, Vol. 116, Número 6

  • Math

    • The Home Numeracy Environment of Latine Families: A Mixed Methods Measurement Development Study

      Jimena Cosso, David J. Purpura, Hirokazu Yoshikawa

      • Resumen
      • Texto completo

      págs. 853-870

      

  • Social Factors and Learning

    • The social class test gap: A worldwide investigation of the role of academic anxiety and income inequality in standardized test score disparities

      Nele Claes, Annique Smeding, Arnaud Carré, Nicolas Sommet

      • Resumen

      págs. 871-888

      

    • The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills

      Peng Peng, Jason C. Chow, Ni Yan, Yating Liu

      • Resumen

      págs. 889-902

      

    • Cooperative Learning Reduces the Gender Gap in Perceived Social Competences: A Large-Scale Nationwide Longitudinal Experiment

      Ocyna Rudmann, Anatolia Batruch, Emilio Paolo Visintin, Nicolas Sommet, Pascal Bressoux, Céline Darnon, Marco Bressan, Genavee Brown, Anthony Cherbonnier, Marie Demolliens, Anne Laure De Place, Olivier Desrichard, Brivael Hemon, Pascal Huguet, Eric James, Vincent Mazenod, Nathalia Mellao, Estelle Michinov, Nicolas Michinov, Nana Ofosu, Pascal Pansu, Celine Poletti, Isabelle Régner, Anaïs Robert, Camille Sanrey, Arnaud Stanczak, Simon Vilmin, Eva Vives, Fabrizio Butera

      • Texto completo

      págs. 903-920

      

    • Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization

      Rachel Cohen, Naama Gershy, Maayan Davidov

      • Resumen

      págs. 921-935

      

    • Using fixed-effects analyses to examine how neighborhood structural, process, and physical characteristics predict children’s cognitive skills in a national cohort of elementary school students

      Portia Miller, Rebekah Levine Coley, Lorraine Blatt, Bryn Spielvogel, Elizabeth Votruba-Drzal

      • Resumen

      págs. 936-952

      

  • Reasoning

    • Measuring original thinking in elementary school: Development and validation of a computational psychometric approach

      Selcuk Acar, Denis Dumas, Peter Organisciak, Kelly Berthiaume

      • Resumen

      págs. 953-981

      

    • Event-related potentials of belief-bias reasoning predict critical thinking

      Xiaoqing Li, Yujie Jia, Thomas M. Brinthaupt, Xuezhu Ren

      • Resumen

      págs. 982-996

      

  • Motivation

    • Stay motivated and carry on: A meta-analytic investigation of motivational regulation strategies and academic achievement, motivation, and self-regulation correlates

      Carlton J. Fong, Servet Altan, Cassandra Gonzales, Mehmet Kirmizi, Semilore F. Adelugba, Yeo-eun Kim

      • Resumen

      págs. 997-1018

      

  • Reading Comprehension

    • What Are the Long-Term Prospects for Children With Comprehension Weaknesses?: A Registered Report Investigating Education and Employment Outcomes

      Emma James, Paul A. Thompson, Lucy Bowes, Kate Nation

      • Resumen
      • Texto completo

      págs. 1019-1033

      

    • Impact of supplemental multicomponent early childhood language instruction

      Beth M. Phillips, Christopher J. Lonigan, Young-Suk Kim, Jeanine L. Clancy, Carol Connor

      • Resumen

      págs. 1034-1051

      

    • Mechanisms in the relation between morphological awareness and the development of reading comprehension

      Hélène Deacon, Kyle C. Levesque

      • Resumen

      págs. 1052-1069