Journal of educational psychology

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  Año 2026, Vol. 118, Número 2

  • Motivation

    • On the development of motivational regulation strategy knowledge and its longitudinal relationship with academic procrastination over the course of study

      Lisa Bäulke, Martin Daumiller, Theresa Wenker, Anne Scheunemann, Carola Grunschel, Joachim Wirth, Stefan Fries, Detlev Leutner, Markus Dresel

      • Resumen
      • Texto completo

      págs. 139-152

      

  • Learning Strategies

    • ManyClasses 2: The effects of prequestions on media interactions and learning.

      Benjamin A. Motz, Anna Chinni, Joshua R. de Leeuw, Harmony E. Jankowski, Ashish Aggarwal, Mariaelena Amato, Kathryn Berlin, Kelli Britten, Alyssa Brown, Micki L. Cerchiaro, Nancy J. Evans, Andrew Findley, Robert Gorman, Keven D. Gregg, Kimberly Hansen, Heaven Hollender, Richard A. Hullinger, Patrick Larkin, Margaret Lion, Robert E. Long, Anthony J. Mannarino, Megan Mocko, Kendall Moore, Joseph A. Packowski, Carrie Palmer, Kathy L. Ritchie, Jeannie Scott, Marissa Stanton, Laura Talcott, Laura Wagner, Matthew Waite, Richard G. Yeager, Emily R. Fyfe

      • Resumen
      • Texto completo

      págs. 153-175

      

    • Choosing what to study: Do internal judgments predict study-time allocation intentions over and above external agendas?

      Brendan A. Schuetze, Veronica X. Yan

      • Resumen
      • Texto completo

      págs. 176-193

      

  • Creativity

    • Sit still or move more?: The impact of fidgeting on creativity.

      Marily A. Oppezzo, Daniel L. Schwartz, Rocky Aikens, Jessie Moore, Joss Langford, Michael Baiocchi, James J. Gross, Ilsa Dohmen

      • Resumen
      • Texto completo

      págs. 194-208

      

  • Mathematics

    • Dynamics of change in math self-efficacy, sources of self-efficacy, and math skills

      Pilvi Peura, Tuire Koponen, Tuija Aro, Helena Viholainen, Mikko Aro

      • Resumen
      • Texto completo

      págs. 209-223

      

    • A longitudinal investigation of the codevelopment and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge.

      Chang Xu, Sabrina Di Lonardo Burr, Jane Rogers, Judith Wylie, Jiwei Si, Bijuan Huang, Kaiyue Guo, Hongxia Li

      • Resumen
      • Texto completo

      págs. 224-239

      

  • Test Anxiety

    • Test anxiety, emotion regulation, and achievement: Lagged and contemporaneous reciprocal relations.

      David W. Putwain, Laura J. Nicholson, Reinhard Pekrun

      • Resumen
      • Texto completo

      págs. 240-258

      

    • Challenge and threat appraisal of tests in high school: Integrating educational psychology and biopsychology improves understanding of how students take tests.

      Roger Kennett, Andrew J. Martin, Joel Pearson, Emma C. Burns, Rebecca J. Collie

      • Resumen
      • Texto completo

      págs. 259-274

      

  • Course Design

    • Design matters: Students’ adherence to high-structure course design activities predicts their academic success.

      Michael A. Berro, Laura Ott, Alaina Garland, Mara Evans, Kelly A. Hogan, Robert D. Plumley, Shelbi Kuhlmann, Linyu Yu, Matthew L. Bernacki, Jeffrey Alan Greene

      • Resumen
      • Texto completo

      págs. 275-297