The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000281
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000282
University Instructors’ Achievement Goals for Teaching
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000271
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000321
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000272
Basic Psychological Need Satisfaction Toward Learning: A Longitudinal Test of Mediation Using Bifactor Exploratory Structural Equation Modeling
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000283
Learning Vocabulary From Educational Media: The Role of Pedagogical Supports for Low-Income Preschoolers
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000278
Coordinating Visual and Auditory Cueing in Multimedia Learning
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000285
Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000276
Automaticity of Word Recognition Is a Unique Predictor of Reading Fluency in Middle-School Students
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000279
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000331
Emotional Intelligence and Empathy in Aggressors and Victims of School Violence
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000292
The Optimal Learning Strategy Depends on Learning Goals and Processes: Retrieval Practice Versus Worked Examples
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000268
Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER).
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000407
Understanding the Role of Personal Best (PB) Goal Setting in Students’ Declining Engagement: A Latent Growth Model
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000291
A Randomized Controlled Trial of Interleaved Mathematics Practice.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000367
The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000319
Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000325
The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000307
Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000329
Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning?
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000352
The Reading Comprehension and Vocabulary Knowledge of Children With Poor Reading Comprehension Despite Adequate Decoding: Evidence From a Regression-Based Matching Approach
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000274
The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000297
Introducing a science interest network model to reveal country differences.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000327
The Benefits of Combining Value for the Self and Others in Utility-Value Interventions.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000343
Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000336
The Lure of Seductive Details During Lecture Learning
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000301
Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000355
Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000335
The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000270
The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud?
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000316
The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000323
Effects of Parent Coaching on Filipino Children’s Numeracy, Language, and Literacy Skills
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000315
Inference making in young children:The concurrent and longitudinal contributions of verbal working memory and vocabulary
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000342
The cost of multiple representations: Learning number symbols with abstract and concrete representations.
来源期刊：Journal of Educational PsychologyDOI：10.6084/M9.FIGSHARE.C.4208123.V3
Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000341
Seeing Is Believing: Task-Exposure Specificity and the Development of Mathematics Self-Efficacy Evaluations
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000280
Parental Responses to Bullying: Understanding the Role of School Policies and Practices
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000295
Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000332
Generalizability of Automated Scores of Writing Quality in Grades 3–5
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000311
Reading and Math Tests Differentially Predict Number Transcoding and Number Fact Speed Longitudinally: A Random Intercept Cross-Lagged Panel Approach
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000287
Predicting Age of Becoming a Cardinal Principle Knower
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000277
A Longitudinal Study of the Domain-Generality of African American Students’ Causal Attributions for Academic Success
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000299
Individual Differences in Addition Strategy Choice: A Psychometric Evaluation
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000294
Cognitive Predictors of Kindergarten Achievement in African American Children.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000346
Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000337
The Role of Thinking Styles in Program Satisfaction and Perceived Intellectual Competence Among STEM Doctoral Students
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000304
Early adolescent social status and academic engagement: Selection and influence processes in the United States and China
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000333
Atomized or delayed execution? An alternative paradigm for the study of procedural learning.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000357
The Conflicted Language of Interracial Feedback
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000326
