| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
|
Jiang, Yi
|
|
2018
|
54 |
C |
p. 139-152
|
article
|
| 2 |
Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender
|
Gladstone, Jessica R.
|
|
2018
|
54 |
C |
p. 221-234
|
article
|
| 3 |
Comparing the contribution of overall structure and its specific dimensions for competence-related constructs: A bifactor model
|
Ratelle, Catherine F.
|
|
2018
|
54 |
C |
p. 89-98
|
article
|
| 4 |
Corrigendum to “Measuring cost: The forgotten component of expectancy-value theory” [Contemp. Educ. Psychol. 41 (2015) 232–244]
|
Flake, Jessica Kay
|
|
2018
|
54 |
C |
p. 309
|
article
|
| 5 |
Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7
|
Sewasew, Daniel
|
|
2018
|
54 |
C |
p. 55-65
|
article
|
| 6 |
Editorial Board
|
|
|
2018
|
54 |
C |
p. ii
|
article
|
| 7 |
Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
|
Asterhan, Christa S.C.
|
|
2018
|
54 |
C |
p. 66-78
|
article
|
| 8 |
Game over for Tetris as a platform for cognitive skill training
|
Pilegard, Celeste
|
|
2018
|
54 |
C |
p. 29-41
|
article
|
| 9 |
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
|
Muntoni, Francesca
|
|
2018
|
54 |
C |
p. 212-220
|
article
|
| 10 |
Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement
|
Matthes, Benjamin
|
|
2018
|
54 |
C |
p. 271-280
|
article
|
| 11 |
Longitudinal predictors of the overlap between reading and math skills
|
Cirino, Paul T.
|
|
2018
|
54 |
C |
p. 99-111
|
article
|
| 12 |
Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning
|
Sung, Jihyun
|
|
2018
|
54 |
C |
p. 171-183
|
article
|
| 13 |
Making a difference to children’s reasoning skills before school-entry: The contribution of the home learning environment
|
Niklas, Frank
|
|
2018
|
54 |
C |
p. 79-88
|
article
|
| 14 |
Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement
|
Guay, Frédéric
|
|
2018
|
54 |
C |
p. 42-54
|
article
|
| 15 |
Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions
|
Halberstadt, Amy G.
|
|
2018
|
54 |
C |
p. 125-138
|
article
|
| 16 |
Promoting preschoolers' numerical knowledge through spatial analogies: Numbers’ spatial alignment influences its learning
|
Navarrete, Jairo A.
|
|
2018
|
54 |
C |
p. 112-124
|
article
|
| 17 |
Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction
|
Lombardi, Doug
|
|
2018
|
54 |
C |
p. 184-198
|
article
|
| 18 |
Stress overload as a red flag for freshman failure and attrition
|
Amirkhan, James H.
|
|
2018
|
54 |
C |
p. 297-308
|
article
|
| 19 |
Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity
|
Liu, Pei Pei
|
|
2018
|
54 |
C |
p. 281-296
|
article
|
| 20 |
Supporting historical understandings with refutation texts
|
Donovan, Amalia M.
|
|
2018
|
54 |
C |
p. 1-11
|
article
|
| 21 |
Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students
|
Palermo, Corey
|
|
2018
|
54 |
C |
p. 255-270
|
article
|
| 22 |
Teachers can do it: Scalable identity-based motivation intervention in the classroom
|
Horowitz, Eric
|
|
2018
|
54 |
C |
p. 12-28
|
article
|
| 23 |
Technology-rich activities: One type does not motivate all
|
Chen, Jason A.
|
|
2018
|
54 |
C |
p. 153-170
|
article
|
| 24 |
Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value
|
Arens, A. Katrin
|
|
2018
|
54 |
C |
p. 199-211
|
article
|
| 25 |
When the type of practice matters: The relationship between typical writing instruction, student practice, and writing achievement in first grade
|
Coker Jr., David L.
|
|
2018
|
54 |
C |
p. 235-246
|
article
|
| 26 |
Why can’t I join? Peer rejection in early childhood education and the role of oral communicative competence
|
van der Wilt, Femke
|
|
2018
|
54 |
C |
p. 247-254
|
article
|
Journal description