发布求助
文献互助 智能选刊 最新文献

Journal of Educational Psychology最新文献

筛选
英文 中文
Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance. 在处理困难任务和简单任务时测试无聊感：同样的情绪，但对表现的影响不同。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-06-29 DOI: 10.1037/edu0001045
Thomas Goetz, Sarah Stoll, Caroline A. Adam, Maik Bieleke, Anne C. Frenzel, Jonathan Fries, Lukas Kraiger, Lisa Stempfer, Takuya Yanagida, Reinhard Pekrun
{"title":"Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance.","authors":"Thomas Goetz, Sarah Stoll, Caroline A. Adam, Maik Bieleke, Anne C. Frenzel, Jonathan Fries, Lukas Kraiger, Lisa Stempfer, Takuya Yanagida, Reinhard Pekrun","doi":"10.1037/edu0001045","DOIUrl":"https://doi.org/10.1037/edu0001045","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"19 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148379673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Socioeconomic status and literacy achievement: A meta-analysis of correlations and disparities in reading and writing skills. 社会经济地位和识字成就：阅读和写作技能相关性和差异的荟萃分析。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-06-29 DOI: 10.1037/edu0001059
Yucheng Cao, Young-Suk Grace Kim, Yuemeng Wang
{"title":"Socioeconomic status and literacy achievement: A meta-analysis of correlations and disparities in reading and writing skills.","authors":"Yucheng Cao, Young-Suk Grace Kim, Yuemeng Wang","doi":"10.1037/edu0001059","DOIUrl":"https://doi.org/10.1037/edu0001059","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"35 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148379784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supplemental Material for When Expectancy Meets Emotional and Effort Costs: A Longitudinal Situated Expectancy-Value Theory Study Regarding Conditional Indirect Effects on Mathematics Achievement via Maladaptive Motivational Engagement 当期望满足情感和努力成本时：一项纵向定位的期望价值理论研究：通过不适应动机投入对数学成绩的条件间接影响
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-06-18 DOI: 10.1037/edu0001043.supp
{"title":"Supplemental Material for When Expectancy Meets Emotional and Effort Costs: A Longitudinal Situated Expectancy-Value Theory Study Regarding Conditional Indirect Effects on Mathematics Achievement via Maladaptive Motivational Engagement","authors":"","doi":"10.1037/edu0001043.supp","DOIUrl":"https://doi.org/10.1037/edu0001043.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"35 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148385871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supplemental Material for The Interplay of Personal and Situational Factors in Situated Expectancy-Value Theory: Cross-Classified Analyses of Students’ Situation-Specific Motivations in the Math Domain 情境期望价值理论中个人因素与情境因素的相互作用：数学领域学生情境特定动机的交叉分类分析
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-06-15 DOI: 10.1037/edu0001032.supp
{"title":"Supplemental Material for The Interplay of Personal and Situational Factors in Situated Expectancy-Value Theory: Cross-Classified Analyses of Students’ Situation-Specific Motivations in the Math Domain","authors":"","doi":"10.1037/edu0001032.supp","DOIUrl":"https://doi.org/10.1037/edu0001032.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"162 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148385872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supplemental Material for Linguistically-Driven Text Formatting Improves Reading Comprehension: Evidence From 4th and 5th Graders 语言驱动文本格式的补充材料提高阅读理解：来自四年级和五年级学生的证据
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-06-15 DOI: 10.1037/edu0001054.supp
{"title":"Supplemental Material for Linguistically-Driven Text Formatting Improves Reading Comprehension: Evidence From 4th and 5th Graders","authors":"","doi":"10.1037/edu0001054.supp","DOIUrl":"https://doi.org/10.1037/edu0001054.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"34 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148385869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engaging Latinx or Hispanic-Identifying Families in Science Education: A Longitudinal Intervention Study. 拉丁裔或西班牙裔家庭参与科学教育：一项纵向干预研究。
IF 6.4 1区 心理学
Journal of Educational Psychology Pub Date : 2026-05-18 DOI: 10.1037/edu0001047
Su Jiang, Anna Woodcock, Kamel Haddad, Paul R Hernandez
{"title":"Engaging Latinx or Hispanic-Identifying Families in Science Education: A Longitudinal Intervention Study.","authors":"Su Jiang, Anna Woodcock, Kamel Haddad, Paul R Hernandez","doi":"10.1037/edu0001047","DOIUrl":"10.1037/edu0001047","url":null,"abstract":"<p><p>Given the underrepresentation of Latinx or Hispanic-Identifying (LHI) individuals in STEM fields, this research examines the effectiveness of a parent intervention focused on the community cultural wealth for Spanish-speaking parents of LHI STEM undergraduate students in their first year of college who navigate systemic barriers such as racism, inequity, and marginalization (Yosso, 2005). Using a longitudinal quasi-experimental design with propensity score weighting, this study compared six- and 12-month post-test parent-child outcomes (Parent STEM Conversations, Parent STEM Values, Parent Support, & Family Obligations) for LHI undergraduate students whose parents participated in an intervention with two control groups: parents who were interested but unable to attend (C1) and parents not interested in or reachable for the intervention (C2). Longitudinal latent trait-state structural equation models indicated that the treatment group reported higher state parental STEM conversations than C1 and C2 at the six-month follow-up, and higher state parental support than C2 at the 12-month follow-up. Although the treatment group reported higher state family obligations than the C2 group at the six-month follow-up, group differences dissipated by the 12-month follow-up. Student perceptions of parents' STEM values did not differ between the treatment and control groups. These findings underscore the complexity of addressing cultural and contextual factors in parental interventions, implicating the need for more tailored approaches to fully support LHI students in STEM fields that emphasize cultural wealth. This research contributes to the growing body of literature on the role of family support in the academic success of underrepresented students in STEM disciplines.</p>","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":6.4,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13186203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Emotion regulation and motivation modulate the associations between math anxiety, attention, and math performance. 情绪调节和动机调节数学焦虑、注意力和数学成绩之间的联系。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-05-14 DOI: 10.1037/edu0001025
Zhe Wang, Tianyu Li, Ian Lyons, Derek Spangler, Connie Barroso, James R. Brockmole, Michaela Quintero, Minchao Wang, Anjali Chaudhary, Michele M. Mazzocco, Sara Hart
{"title":"Emotion regulation and motivation modulate the associations between math anxiety, attention, and math performance.","authors":"Zhe Wang, Tianyu Li, Ian Lyons, Derek Spangler, Connie Barroso, James R. Brockmole, Michaela Quintero, Minchao Wang, Anjali Chaudhary, Michele M. Mazzocco, Sara Hart","doi":"10.1037/edu0001025","DOIUrl":"https://doi.org/10.1037/edu0001025","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"12 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Stereotype threat reduces academic performance of students in special schools for general learning disabilities. 刻板印象威胁降低了一般学习障碍特殊学校学生的学习成绩。
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-05-14 DOI: 10.1037/edu0001033
Tobias Tempel, David Scheer
{"title":"Stereotype threat reduces academic performance of students in special schools for general learning disabilities.","authors":"Tobias Tempel, David Scheer","doi":"10.1037/edu0001033","DOIUrl":"https://doi.org/10.1037/edu0001033","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supplemental Material for Learning From Erroneous Worked Examples: The Influence of Prompting, Scaffolding, and Prior Knowledge 从错误的工作例子中学习的补充材料：提示，脚手架和先验知识的影响
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-05-14 DOI: 10.1037/edu0001020.supp
{"title":"Supplemental Material for Learning From Erroneous Worked Examples: The Influence of Prompting, Scaffolding, and Prior Knowledge","authors":"","doi":"10.1037/edu0001020.supp","DOIUrl":"https://doi.org/10.1037/edu0001020.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"242 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supplemental Material for Stereotype Threat Reduces Academic Performance of Students in Special Schools for General Learning Disabilities 刻板印象威胁补充材料降低一般学习障碍特殊学校学生的学习成绩
IF 4.9 1区 心理学
Journal of Educational Psychology Pub Date : 2026-05-11 DOI: 10.1037/edu0001033.supp
{"title":"Supplemental Material for Stereotype Threat Reduces Academic Performance of Students in Special Schools for General Learning Disabilities","authors":"","doi":"10.1037/edu0001033.supp","DOIUrl":"https://doi.org/10.1037/edu0001033.supp","url":null,"abstract":"","PeriodicalId":48459,"journal":{"name":"Journal of Educational Psychology","volume":"16 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书