The relation between spatial skills and mathematical abilities: The mediating role of mental number line representation
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2018.10.007
Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.03.012
Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.101787
Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.101778
Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.03.010
Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.03.002
Theoretical and Methodological Implications of Associations between Executive Function and Mathematics in Early Childhood.
来源期刊：Contemporary educational psychologyDOI：10.1016/J.CEDPSYCH.2019.04.002
Exploring mobile tool integration: Design activities carefully or students may not learn
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.101791
Bidirectional relationships between children’s executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.101779
Culturally Inclusive and Responsive Curricular Learning Environments (CIRCLEs): An exploratory sequential mixed-methods approach
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2018.10.005
The contribution of classroom exams to formative evaluation of concept-level knowledge
来源期刊：Contemporary Educational PsychologyDOI：10.1016/j.cedpsych.2019.101806
Ya’at’eeh: Race-reimaged belongingness factors, academic outcomes, and goal pursuits among Indigenous community college students
来源期刊：Contemporary Educational PsychologyDOI：10.1016/j.cedpsych.2019.101805
To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.03.008
Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.01.005
Number lines, but not area models, support children’s accuracy and conceptual models of fraction division
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.03.011
Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.01.012
The conceptualization of costs and barriers of a teaching career among Latino preservice teachers
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.101794
Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography.
来源期刊：Contemporary educational psychologyDOI：10.1016/J.CEDPSYCH.2018.12.002
Adding previous experiences to the person-situation debate of achievement emotions
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2019.02.004
Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy
来源期刊：Contemporary Educational PsychologyDOI：10.1016/J.CEDPSYCH.2018.10.006
