iPost: Journal of Educational Psychology - Online First Publications & Volume 102, Issue 3

 Journal of Educational Psychology - Online First Publications & Volume 102, Issue 3

APA Journal alerts for:
Journal of Educational Psychology

• Online First Publications

The following articles have been published online this week before they appear in a final print and online issue of Journal of Educational Psychology:

The effectiveness and relative importance of choice in the classroom.

Patall, Erika A.; Cooper, Harris; Wynn, Susan R.

doi: 10.1037/a0019545

The structure of academic self-concepts revisited: The nested marsh/shavelson model.

Brunner, Martin; Keller, Ulrich; Dierendonck, Christophe; Reichert, Monique; Ugen, Sonja; Fischbach, Antoine; Martin, Romain

doi: 10.1037/a0019644

Sources of group and individual differences in emerging fraction skills.

Hecht, Steven A.; Vagi, Kevin J.

doi: 10.1037/a0019824

On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents.

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

doi: 10.1037/a0019920

Individual differences for self-regulating task-oriented reading activities.

Vidal-Abarca, Eduardo; Mañá, Amelia; Gil, Laura

doi: 10.1037/a0020062

Accomplishment in science, technology, engineering, and mathematics (stem) and its relation to stem educational dose: A 25-year longitudinal study.

Wai, Jonathan; Lubinski, David; Benbow, Camilla P.; Steiger, James H.

doi: 10.1037/a0019454

A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology.

Sun, Shuyan; Pan, Wei; Wang, Lihshing Leigh

doi: 10.1037/a0019507

Is the link between large high schools and student victimization an illusion?

Klein, Jennifer; Cornell, Dewey

doi: 10.1037/a0019896

• A new issue is available:

Journal of Educational Psychology Volume 102, Issue 3, (Aug)

Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Page 531-549

Pekrun, Reinhard; Goetz, Thomas; Daniels, Lia M.; Stupnisky, Robert H.; Perry, Raymond P.

Prediction of kindergartners' academic achievement from their effortful control and emotionality: Evidence for direct and moderated relations.

Page 550-560

Valiente, Carlos; Lemery-Chalfant, Kathryn; Swanson, Jodi

Should students have a gap year? Motivation and performance factors relevant to time out after completing school.

Page 561-576

Martin, Andrew J.

Social contagion of motivation between teacher and student: Analyzing underlying processes.

Page 577-587

Radel, Rémi; Sarrazin, Philippe; Legrain, Pascal; Wild, T. Cameron

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Page 588-600

Jang, Hyungshim; Reeve, Johnmarshall; Deci, Edward L.

Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

Page 601-614

Jairam, Dharmananda; Kiewra, Kenneth A.

Does language matter in multimedia learning? Personalization principle revisited.

Page 615-624

Kartal, Günizi

A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions.

Page 625-634

McNeil, Nicole M.; Weinberg, Aaron; Hattikudur, Shanta; Stephens, Ana C.; Asquith, Pamela; Knuth, Eric J.; Alibali, Martha W.

Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

Page 635-651

Berninger, Virginia W.; Abbott, Robert D.

Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?

Page 652-667

Kim, Young-Suk; Petscher, Yaacov; Schatschneider, Christopher; Foorman, Barbara

Reading achievement across three language groups: Growth estimates for overall reading and reading subskills obtained with the Early Childhood Longitudinal Survey.

Page 668-686

Roberts, Greg; Mohammed, Sarojani S.; Vaughn, Sharon

Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension.

Page 687-700

Cromley, Jennifer G.; Snyder-Hogan, Lindsey E.; Luciw-Dubas, Ulana A.

Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners.

Page 701-711

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction.

Page 712-728

Chen, Xi; Xu, Fen; Nguyen, Thien-Kim; Hong, Guanglei; Wang, Yun

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Page 729-740

Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

Page 741-756

Klassen, Robert M.; Chiu, Ming Ming

African Americans and boys: Understanding the literacy gap, tracing academic trajectories, and evaluating the role of learning-related skills.

Page 757-771

Matthews, J. S.; Kizzie, Karmen T.; Rowley, Stephanie J.; Cortina, Kai