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Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. JOURNAL ARTICLE published March 2004 in Journal of Educational Psychology |
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Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence. JOURNAL ARTICLE published November 2005 in Journal of Educational Psychology |
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Achievement in Math and Science: Do Mothers' Beliefs Matter 12 Years Later? JOURNAL ARTICLE published March 2004 in Journal of Educational Psychology |
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College students' theory of note-taking derived from their perceptions of note-taking. JOURNAL ARTICLE published September 1994 in Journal of Educational Psychology |
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Conceptual knowledge of fraction arithmetic. JOURNAL ARTICLE published August 2015 in Journal of Educational Psychology Research funded by U.S. Department of Education (R342C100004:84.324C) |
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Varied practice testing is associated with better learning outcomes in self-regulated online learning. JOURNAL ARTICLE published November 2022 in Journal of Educational Psychology Research funded by National Science Foundation (ACI-1443068,BCS-1824257) |
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Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance. JOURNAL ARTICLE published July 2022 in Journal of Educational Psychology Research funded by National Science Foundation (BCS-1530669; BCS-1733897) |
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Learning science in immersive virtual reality. JOURNAL ARTICLE published August 2018 in Journal of Educational Psychology Research funded by Office of Naval Research (N000141612046) |
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Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. JOURNAL ARTICLE published May 2011 in Journal of Educational Psychology Research funded by Spencer Foundation (200000290) |
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Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. JOURNAL ARTICLE published August 2010 in Journal of Educational Psychology |
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Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. JOURNAL ARTICLE published 2011 in Journal of Educational Psychology Research funded by National Science Foundation (SMA-0835854; DRL-1020362) |
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Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. JOURNAL ARTICLE published October 2017 in Journal of Educational Psychology |
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More value through greater differentiation: Gender differences in value beliefs about math. JOURNAL ARTICLE published August 2015 in Journal of Educational Psychology Research funded by German Research Foundation (TR 553/7-1) |
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Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. JOURNAL ARTICLE published February 2006 in Journal of Educational Psychology |
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Achievement goals and daily school experiences among adolescents with Asian, Latino, and European American backgrounds. JOURNAL ARTICLE published August 2007 in Journal of Educational Psychology |
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Individual differences in conceptual and procedural knowledge when learning fractions. JOURNAL ARTICLE published 2010 in Journal of Educational Psychology Research funded by Economic and Social Research Council (L13925101) |
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Effective management at the beginning of the school year in junior high classes. JOURNAL ARTICLE published August 1982 in Journal of Educational Psychology |
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What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. JOURNAL ARTICLE published November 2011 in Journal of Educational Psychology Research funded by Hong Kong Research Grant Council (2120298) | Program for Changjiang Scholars and Innovative Research Team (IRT0710) | Natural Science Foundation of China (30870758) |
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Relations among phonological processing skills and mathematics in children: A meta-analysis. JOURNAL ARTICLE published February 2022 in Journal of Educational Psychology Research funded by Hong Kong Special Administrative Region Research Grants Council (CUHK8/CRF/13G; C4054-17W) | Chinese University of Hong Kong (4930703) | National Natural Science Foundation of China (32000757) |
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A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade. JOURNAL ARTICLE published August 2021 in Journal of Educational Psychology Research funded by Netherlands Organization for Scientific Research (NWO-PROO) |