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

Authors: Stella Vosniadou | P. David Pearson | Theresa Rogers

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)

Authors: Amir David | Orly Rubinsten | Aviva Berkovich-Ohana

Sex differences in comprehension of high- and low-interest reading material.

JOURNAL ARTICLE published October 1974 in Journal of Educational Psychology

Authors: Steven R. Asher | Richard A. Markell

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)

Authors: Jocelyn Parong | Ashleigh Wells | Richard E. Mayer

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)

Authors: Drew H. Bailey | Nicole Hansen | Nancy C. Jordan

Does perceived cohesion mediate the student personality–engagement relationship in the university setting?

JOURNAL ARTICLE published November 2020 in Journal of Educational Psychology

Authors: Grégoire Bosselut | Oscar Castro | Severine Chevalier | Evelyne Fouquereau

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

Authors: Peter F. de Jong | Aryan van der Leij

Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

JOURNAL ARTICLE published September 2004 in Journal of Educational Psychology

Authors: Roger Azevedo | Jennifer G. Cromley

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

Authors: Sabina Rak Neugebauer | Allison F. Gilmour

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

Authors: Lia M. Daniels | Robert H. Stupnisky | Reinhard Pekrun | Tara L. Haynes | Raymond P. Perry | Nancy E. Newall

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)

Authors: Rebecca Lazarides | Anna-Lena Dicke | Charlott Rubach | Jacquelynne S. Eccles

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

Authors: Devin M. Kearns | Reem Al Ghanem

Development of young readers' phonological processing abilities.

JOURNAL ARTICLE published March 1993 in Journal of Educational Psychology

Authors: Richard K. Wagner | Joseph K. Torgesen | Pamela Laughon | Karen Simmons | Carol A. Rashotte

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

Authors: Deborah J. Stipek | Denise H. Daniels

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)

Authors: Kristen L. McMaster | Erica S. Lembke | Jaehyun Shin | Apryl L. Poch | R. Alex Smith | Pyung-Gang Jung | Abigail A. Allen | Kyle Wagner

Internal comparisons in everyday life.

JOURNAL ARTICLE published May 2006 in Journal of Educational Psychology

Authors: Jens Möller | Nicole Husemann