Journal of educational psychology

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  Año 2025, Vol. 117, Número 7

  • Learning Pedagogy

    • Learning by teaching with deliberate errors promotes argumentative reasoning

      Sarah Shi Hui Wong

      • Resumen

      págs. 1013-1038

      

  • STEM Learning

    • The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School

      Jana Kähler, Inge Hahne, Olaf Köller

      • Resumen

      págs. 1039-1053

      

    • Variability in math achievement growth among students with early math learning difficulties and the role of school supports

      Kelly-Ann Gesuelli, Dana Miller-Cotto, Christina Areizaga Barbieri

      • Resumen

      págs. 1054-1076

      

  • Problem-Solving

    • Multimedia effects in initial instruction and feedback on problem solving

      Sebahat Gök, Tongyao Zhang, Robert L. Goldstone, Emily R. Fyfe

      • Resumen

      págs. 1077-1094

      

  • Social-Emotional Learning

    • The Effect of a Universal, School-Based Social and Emotional Learning Intervention (Passport: Skills for Life) on Internalizing Symptoms and Related Outcomes During the Transition From Childhood to Adolescence: A Cluster-Randomized Controlled Trial

      Neil Humphrey, Jan R. Boehnke, Joao Santos, Melek Alemdar, Margarita Panayiotou, Annie O'Brien, Lauren Burke, Suzanne Hamilton, Pamela Qualter, Ola Demkowicz, Yizhou Lu, Alexander Thompson

      • Resumen

      págs. 1095-1114

      

    • New online tools to assess children’s implicit social cognition: Replication and generalization of in-person research.

      Dario Cvencek, Elizabeth A. Sanders, Craig D. Maddox, Andrew N. Meltzoff

      • Resumen

      págs. 1115-1136

      

  • Early Career Teacher Development

    • Practice Does Not Make Perfect: Experimental Evidence on the Effectiveness of Coaching Beginning Teachers

      Julie Cohen, Vivian Wong, Qing Liu, Kristyn Wilson, Anna Yonas, Hallie Parten

      • Resumen

      págs. 1137-1177

      

    • Are early career teachers innovative? A comparison with other university graduates.

      Verena Jörg, Ulrike Hartmann, Franziska Baier Mosch, Stefanie Gäckle, Mareike Kunter

      • Resumen

      págs. 1178-1195