Journal of educational psychology

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  Año 2025, Vol. 117, Número 4

  • Mind Wandering

    • Reciprocal relations between interest and mind wandering

      Alexander Soemer, Christian A. Gericke, Ulrich Schiefele

      • Resumen
      • Texto completo

      págs. 541-558

      

  • Writing

    • Can teaching writing enhance students’ writing self-efficacy: A meta-analysis

      Steve Graham, Clarence Ng, Michael Hebert, Tanya Santangelo, A. Angelique Aitken, April Camping, Adiba Nusrat

      • Resumen

      págs. 559-581

      

    • Conducting a national expansion of a text-based argument writing intervention for secondary students using a cognitive strategies approach

      Carol Booth Olson, Undraa Maamuujav, Huy Q Chung, Katie Woodworth, Haiwen Wang, Nicole Arshan, Tanya Baker, Rebecca Black, Debbie Dean, Candance Doerr Stevens, Jessica Singer Early, Lee Fisher, Faye Peitzman, Jennifer Sanders, Liz Stephens

      • Resumen

      págs. 582-602

      

  • Reading

    • Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multisite study in China

      Tomohiro Inoue, Su-Zhen Zhang, Mengmeng Su, Yu Meng, Hua Shu, George K. Georgiou

      • Resumen
      • Texto completo

      págs. 603-625

      

  • Math

    • Who likes the going when the going gets tough? Need for cognition moderates associations between class difficulty and students’ engagement

      Jeroen Lavrijsen, Eline Camerman, Peter Kuppens, Karine Verschueren

      • Resumen

      págs. 626-646

      

  • Motivation

    • Using choice and utility value to promote interest: Stimulating situational interest in a lesson and fostering the development of interest in statistics

      Michael W. Asher, Judith M. Harackiewicz

      • Resumen

      págs. 647-662

      

    • Whom are you trying to impress? Pursuing performance goals for parents, teachers, or classmates

      Ryan T. Meurlin, Corwin Senko

      • Resumen

      págs. 663-678

      

    • Perceived similarities among academic subjects moderate cross-domain patterns in values, expectancies, and costs

      John Kane, Lisa Linnenbrink-Garcia

      • Resumen

      págs. 679-699