Journal of Educational Psychology - Volume 101, Issue 4

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Journal of Educational Psychology

Volume 101, Issue 4

Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills.

Page 765-778

Kendeou, Panayiota; van den Broek, Paul; White, Mary Jane; Lynch, Julie S.

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Page 779-789

Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

Practice enables successful learning under minimal guidance.

Page 790-802

Brunstein, Angela; Betts, Shawn; Anderson, John R.

Getting a handle on learning anatomy with interactive three-dimensional graphics.

Page 803-816

Stull, Andrew T.; Hegarty, Mary; Mayer, Richard E.

Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance.

Page 817-835

Wai, Jonathan; Lubinski, David; Benbow, Camilla P.

The importance of prior knowledge when comparing examples: Influences on conceptual and procedural knowledge of equation solving.

Page 836-852

Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley

Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.

Page 853-866

Trautwein, Ulrich; Lüdtke, Oliver; Marsh, Herbert W.; Nagy, Gabriel

Intergenerational family predictors of the Black–White achievement gap.

Page 867-878

Mandara, Jelani; Varner, Fatima; Greene, Nereira; Richman, Scott

Age-related differences in achievement goal differentiation.

Page 879-896

Bong, Mimi

Pictures and words: Spanish and English vocabulary in classrooms.

Page 897-911

Branum-Martin, Lee; Mehta, Paras D.; Francis, David J.; Foorman, Barbara R.; Cirino, Paul T.; Miller, Jon F.; Iglesias, Aquiles

Teacher–child interactions and children's achievement trajectories across kindergarten and first grade.

Page 912-925

Curby, Timothy W.; Rimm-Kaufman, Sara E.; Ponitz, Claire Cameron

Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.

Page 926-937

Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S.

Syllable and letter knowledge in early Korean Hangul reading.

Page 938-947

Cho, Jeung-Ryeul

A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

Page 948-963

Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E.

Are SSATS and GPA enough? A theory-based approach to predicting academic success in secondary school.

Page 964-981

Grigorenko, Elena L.; Jarvin, Linda; Diffley III, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J.

Development and validation of a measure of academic entitlement: Individual differences in students' externalized responsibility and entitled expectations.

Page 982-997

Chowning, Karolyn; Campbell, Nicole Judice

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