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Contemporary Educational Psychology|February 13, 2001
Motivational and Cognitive Contributions to Students' Amount of ReadingKathleen E. Cox, John T. GuthrieContemporary Educational Psychology|March 11, 1999
Variations on an Expectancy-Value Model of Motivation in ScienceDeBacker, NelsonContemporary Educational Psychology|March 11, 1999
Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability ChildrenHannus, HyönäContemporary Educational Psychology|March 11, 1999
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School StudentsPajares, GrahamContemporary Educational Psychology|March 29, 2001
Map Edges: Focal Points for Facilitating Text RecallMichael P. Verdi, Jill Stamm, Janet T. Johnson, et al.Contemporary Educational Psychology|March 29, 2001
Chinese Children's Incidental Learning of Word MeaningsYu-Min Ku, Richard C. AndersonContemporary Educational Psychology|September 26, 2000
The Relative Contributions of Word Identification Skill and Comprehension-Monitoring Behavior to Reading Comprehension AbilityZinarContemporary Educational Psychology|September 26, 2000
External and Internal Instantiation of Abstract Information Facilitates Transfer in Insight Problem SolvingChen, DaehlerContemporary Educational Psychology|September 26, 2000
Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework ProcessCooper, Lindsay, NyeContemporary Educational Psychology|September 26, 2000
Fading Mnemonic Memories: Here's Looking Anew, Again!Carney, LevinPageof 16