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Academic Journal

Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors.

  • Authors : Martin, Andrew J., School of Education, University of New South Wales, NSW, Australia, , ORCID: 0000-0001-5504-392X; Lazendic, Goran, Australian Curriculum, Assessment, and Reporting Authority, Sydney, NSW, Australia

Subjects: *Academic Achievement; *Academic Achievement Motivation; *Mathematics Achievement

  • Source: Journal of Educational Psychology, Vol 110(4), May, 2018. pp. 465-482.

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Academic Journal

Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?

  • Authors : Aldrup, Karen, Department of Educational Research and Educational Psychology, Leibniz Institute for Science and Mathematics Education, Kiel, Germany, ; Klusmann, Uta, Department of Educational Research and Educational Psychology, Leibniz Institute for Science and Mathematics Education, Kiel, Germany; Lüdtke, Oliver, Educational Measurement, Leibniz Institute for Science and Mathematics Education, Kiel, Germany

Subjects: *Mathematics Achievement; *Mathematics Anxiety; *Sensitivity (Personality)

  • Source: Journal of Educational Psychology, Jul 25, 2019.

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Academic Journal

The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.

  • Authors : Scherer, Ronny, Department of Teacher Education and School Research, University of Oslo, Oslo, Norway, ; Siddiq, Fazilat, Nordic Institute for Studies in Innovation, Research and Education, Norway; Sánchez Viveros, Bárbara, Faculty of Life Sciences, Humboldt-Universitat zu Berlin, Berlin, Germany

Subjects: *Cognitive Ability; *Computer Programming; *School Learning

  • Source: Journal of Educational Psychology, Vol 111(5), Jul, 2019. pp. 764-792.

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Academic Journal

A randomized controlled trial of interleaved mathematics practice.

  • Authors : Rohrer, Doug, Department of Psychology, University of South Florida, Tampa, FL, US, ; Dedrick, Robert F., Department of Educational and Psychological Studies, University of South Florida, Tampa, FL, US; Hartwig, Marissa K., Department of Psychology, University of South Florida, Tampa, FL, US

Subjects: *Learning; *Mathematics; *School Based Intervention

  • Source: Journal of Educational Psychology, May 16, 2019.

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Academic Journal

Developmental change in number line estimation: A strategy-based perspective.

  • Authors : Luwel, Koen, Centre for Educational Research and Development, KU Leuven, Brussels, Belgium, , ORCID: 0000-0002-4517-8617; Peeters, Dominique, Centre for Instructional Psychology and Technology, KU Leuven, Brussels, Belgium; Verschaffel, Lieven, Centre for Instructional Psychology and Technology, KU Leuven, Brussels, Belgium

Subjects: *Estimation; *Mathematics Achievement; *Task

  • Source: Canadian Journal of Experimental Psychology, Vol 73(3), Sep, 2019. pp. 144-156.Canadian Journal of Psychology/Revue canadienne de psychologie

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Academic Journal

Co-occurrence of academic and behavioral risk within elementary schools: Implications for universal screening practices.

  • Authors : Kilgus, Stephen P., Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, US, ; Izumi, Jared T., Department of Educational, School, and Counseling Psychology, University of Missouri, MO, US; von der Embse, Nathaniel P., Department of Educational and Psychological Studies, University of South Florida, FL, US

Subjects: *Academic Achievement; *At Risk Populations; *Curriculum Based Assessment

  • Source: School Psychology, Vol 34(3), May, 2019. pp. 261-270.Professional School Psychology; School Psychology Quarterly

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Academic Journal

Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning.

  • Authors : Zepeda, Cristina D., Learning Research and Development Center, University of Pittsburgh, Department of Psychology, Pittsburgh, PA, US, ; Hlutkowsky, Christina O., Learning Research and Development Center, University of Pittsburgh, Department of Psychology, Pittsburgh, PA, US; Partika, Anne C., Department of Psychology, Wooster College, OH, US

Subjects: *Learning; *Metacognition; *Teacher Effectiveness Evaluation

  • Source: Journal of Educational Psychology, Vol 111(3), Apr, 2019. pp. 522-541.

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Academic Journal

Direct and indirect paths from linguistic skills to arithmetic school performance.

  • Authors : Singer, Vivian, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile; Strasser, Katherine, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile, ; Cuadro, Ariel, Faculty of Psychology, Universidad Católica del Uruguay, Montevideo, Uruguay

Subjects: *Academic Achievement; *Language; *Mathematics

  • Source: Journal of Educational Psychology, Vol 111(3), Apr, 2019. pp. 434-445.

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Academic Journal

Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence.

  • Authors : Geary, David C., Department of Psychological Sciences, University of Missouri, Columbia, MO, US, ; Hoard, Mary K., Department of Psychological Sciences, University of Missouri, Columbia, MO, US; Nugent, Lara, Department of Psychological Sciences, University of Missouri, Columbia, MO, US

Subjects: *Human Sex Differences; *Mathematical Ability; *Mathematics

  • Source: Journal of Educational Psychology, Mar 07, 2019.

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Academic Journal

Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time.

  • Authors : Low, Sabina, School of Social and Family Dynamics, Arizona State University, Tempe, AZ, US, ; Smolkowski, Keith, Oregon Research Institute, Eugene, OR, US; Cook, Clayton, College of Education, University of Washington, WA, US

Subjects: *Curriculum; *Elementary School Students; *Prosocial Behavior

  • Source: Developmental Psychology, Vol 55(2), Feb, 2019. pp. 415-433.

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  • 1-10 of  120 results for ""Mathematics Tests""