Contemporary Educational Psychology
Journal
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Overview
publication venue for
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Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes.
73:102152-102152.
2023
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Understanding Chinese children?s word reading by considering the factors from cognitive, psychological and ecological factors.
73:102163-102163.
2023
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The relative contributions of facets of morphological awareness to vocabulary development in Chinese: A longitudinal study in grades one to three.
69:102063-102063.
2022
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Promoting Latinx adolescents' math motivation through competence support: Culturally responsive practices in an afterschool program context.
68:102028-102028.
2022
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Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers.
67:102016-102016.
2021
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The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates.
61:101876-101876.
2020
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Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models.
49:185-194.
2017
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Bilingualism and Phonological Awareness: Re-examining Theories of Cross-Language Transfer and Structural Sensitivity..
46:1-9.
2016
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The development of morphological awareness in Chinese ESL students.
43:51-60.
2015
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Social influences on children's development of relational thinking during small-group discussions.
41:83-97.
2015
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Acquisition of Chinese characters: the effects of character properties and individual differences among learners.
39:287-300.
2014
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Conceptions of Ability and Achievement Goals in Physical Education: Comparisons of American and Chinese Students..
26:348-365.
2001
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College Instruction and Concomitant Changes in Students Knowledge, Interest, and Strategy Use: A Study of Domain Learning.
22:125-146.
1997
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The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school.
74:102200-102200.
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To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on womens STEM major choices.
79:102324-102324.
Identity
International Standard Serial Number (ISSN)