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Supplemental Material for Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes JOURNAL ARTICLE published 2022 in Journal of Educational Psychology |
Supplemental Material for Relations of Epistemic Beliefs With Motivation, Achievement, and Aspirations in Science: Generalizability Across 72 Societies JOURNAL ARTICLE published 2022 in Journal of Educational Psychology |
Supplemental Material for Does Instructional Quality Mediate the Link Between Teachers’ Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports JOURNAL ARTICLE published 2022 in Journal of Educational Psychology |
Supplemental Material for Too Anxious to Be Confident? A Panel Longitudinal Study Into the Interplay of Mathematics Anxiety and Metacognitive Monitoring in Arithmetic Achievement JOURNAL ARTICLE published 2021 in Journal of Educational Psychology |
What causes children's failures to detect inconsistencies in text? Representation versus comparison difficulties. JOURNAL ARTICLE published March 1988 in Journal of Educational Psychology |
Math anxiety, self-centeredness, and dispositional mindfulness. JOURNAL ARTICLE published February 2022 in Journal of Educational Psychology Research funded by Bial Foundation (45069) | Foundational Questions Institute (FQXi-RFP-CPW-2004) |
Sex differences in comprehension of high- and low-interest reading material. JOURNAL ARTICLE published October 1974 in Journal of Educational Psychology |
Replicated evidence towards a cognitive theory of game-based training. JOURNAL ARTICLE published July 2020 in Journal of Educational Psychology Research funded by US Department of Education (R305A150417) |
The codevelopment of children’s fraction arithmetic skill and fraction magnitude understanding. JOURNAL ARTICLE published May 2017 in Journal of Educational Psychology Research funded by U.S. Institute of Education Sciences (R324C100004) |
Does perceived cohesion mediate the student personality–engagement relationship in the university setting? JOURNAL ARTICLE published November 2020 in Journal of Educational Psychology |
Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. JOURNAL ARTICLE published March 2003 in Journal of Educational Psychology |
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia? JOURNAL ARTICLE published September 2004 in Journal of Educational Psychology |
The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation. JOURNAL ARTICLE published February 2020 in Journal of Educational Psychology |
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. JOURNAL ARTICLE published November 2009 in Journal of Educational Psychology |
Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. JOURNAL ARTICLE published January 2020 in Journal of Educational Psychology Research funded by National Institute of Mental Health (MH31724) | National Science Foundation (BNS 85-10504; 1108778,DBS-9215008; DBS-9215016) | Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD17296) | Spencer Foundation (199500053) | W.T. Grant Foundation (94145992) |
The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud? JOURNAL ARTICLE published August 2019 in Journal of Educational Psychology |
Development of young readers' phonological processing abilities. JOURNAL ARTICLE published March 1993 in Journal of Educational Psychology |
Declining perceptions of competence: A consequence of changes in the child or in the educational environment? JOURNAL ARTICLE published September 1988 in Journal of Educational Psychology |
Supporting teachers’ use of data-based instruction to improve students’ early writing skills. JOURNAL ARTICLE published January 2020 in Journal of Educational Psychology Research funded by US Department of Education (R324A130144) |
Internal comparisons in everyday life. JOURNAL ARTICLE published May 2006 in Journal of Educational Psychology |