Journal of educational psychology

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  Año 2025, Vol. 117, Número 3

  • Motivation

    • Motivational trajectories and experiences of minoritized students in science, technology, engineering, and mathematics: A critical quantitative examination of existing data

      Kristy A. Robinson, Sanheeta Shankar

      • Resumen
      • Texto completo

      págs. 337-360

      

  • Multilingual Learners

    • A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments

      Leydi J. Chaparro Moreno, James Ohisei Uanhoro, Stephanie M. Curenton, Laura M. Justice

      • Resumen

      págs. 361-379

      

    • The longitudinal relationship between repeating patterning and second language English reading in Chinese preschool children: A random-intercept cross-lagged panel model

      Li Zhou, Xiao Zhang

      • Resumen

      págs. 380-392

      

  • Math

    • Heterogeneity in middle-school students’ encoding of algebraic equations

      Christina Areizaga Barbieri, Kelly-Ann Gesuelli, Julie L. Booth, Laura K. Young

      • Resumen

      págs. 393-410

      

    • Testing the dynamics between parent–child relationship and parent-belief intervention on children’s math motivation: A replication study with 3-month follow-up

      Hyun Ji Lee, Sungwhan Kim, Mimi Bong

      • Resumen
      • Texto completo

      págs. 411-433

      

  • Teacher–Student Relations

    • Teacher discrimination and student engagement in the context of classroom quality: The mediating effect of relational trust

      Krystal Thomas, Latisha Ross, Erik A. Ruzek

      • Resumen

      págs. 434-444

      

    • Support from school personnel and in-school resources jointly moderate the association between identity-based harassment and depressive symptoms among sexual and gender diverse youth

      Peter S. McCauley, Lisa A. Eaton, Rebecca M. Puhl, Ryan J. Watson

      • Resumen

      págs. 445-465

      

    • Adolescent well-being and school engagement as a function of teacher and peer relatedness: The more (relatedness) is not always the merrier

      Fernando Núñez Regueiro, Ming-Te Wang

      • Resumen

      págs. 466-484

      

    • Exploring teacher–student relationships outside the positive/negative binary: A multistudy latent profile analysis of relationships and engagement in secondary science and mathematics

      Emma C. Burns, Penny van Bergen, Katrina J. Thorvaldson

      • Resumen

      págs. 485-507

      

  • Reading Comprehension

    • The relation between text reading and reading comprehension varies as a function of developmental phase, orthographic depth, and measurement characteristics: Evidence from a meta-analysis

      Molly Leachman, Alissa Wolters, Kim Young-Suk Grace

      • Resumen

      págs. 508-528

      

  • Learning

    • Active control of learning enhances memory across the lifespan

      Azzurra Ruggeri, Yi-Lin Li, Antonella Battisti, Douglas B. Markant

      • Resumen

      págs. 529-540