Journal of Educational Psychology

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Sắp xếp:  
Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon.
Journal of Educational Psychology - Tập 100 Số 2 - Trang 443-459
Duane F. Shell, Jenefer Husman
The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment.
Journal of Educational Psychology - Tập 100 Số 3 - Trang 629-642
Sharon E. Tabachnick, Raymond B. Miller, George Relyea
Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science.
Journal of Educational Psychology - Tập 104 Số 4 - Trang 1033-1053
Benjamin Nagengast, Herbert W. Marsh
Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices.
Journal of Educational Psychology - Tập 90 Số 3 - Trang 516-527
Ellen Rydell Altermatt, Jasna Jovanović, Michelle Perry
Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.
Journal of Educational Psychology - Tập 107 Số 3 - Trang 631-644
David I. Miller, Alice H. Eagly, Marcia C. Linn
Making the grade but feeling distressed: Gender differences in academic performance and internal distress.
Journal of Educational Psychology - Tập 94 Số 2 - Trang 396-404
Eva M. Pomerantz, Ellen Rydell Altermatt, Jill L. Saxon
The applicability of the Spearman-Brown formula for the measurement of reliability.
Journal of Educational Psychology - Tập 16 Số 5 - Trang 300-303
Truman L. Kelley
Developmental and instructional analyses of children's metacognition and reading comprehension.
Journal of Educational Psychology - Tập 80 Số 2 - Trang 131-142
David Cross, Scott G. Paris
Assessing students' metacognitive awareness of reading strategies.
Journal of Educational Psychology - Tập 94 Số 2 - Trang 249-259
Kouider Mokhtari, Carla A. Reichard
The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers.
Journal of Educational Psychology - Tập 102 Số 2 - Trang 257-280
Susan Chambers Cantrell, Janice F. Almasi, Janis C. Carter, Margaret Rintamaa, Angela Madden
Tổng số: 114   
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