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Contemporary Educational Psychology|August 29, 2017
Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change ApproachJennifer K Gilbert, Lynn S FuchsContemporary Educational Psychology|August 25, 2020
Fostering Grit: Perceived School Goal-Structure Predicts Growth in Grit and GradesDaeun Park, Alisa Yu, Rebecca N Baelen, et al.Contemporary Educational Psychology|June 20, 2012
If 'we' can succeed, 'I' can too: Identity-based motivation and gender in the classroomKristen C Elmore, Daphna OysermanContemporary Educational Psychology|August 16, 2021
Teaching Latinx students: Do teacher ethnicity and bilingualism matter?Ashley S Castro, Esther J CalzadaContemporary Educational Psychology|October 26, 2020
Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling ApproachMercedes Spencer, Lynn S Fuchs, Douglas FuchsContemporary Educational Psychology|January 24, 2022
The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEMDelaram A Totonchi, Tony Perez, You-Kyung Lee, et al.Contemporary Educational Psychology|June 21, 2001
Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning StrategiesKatherine McWhaw, Philip C. AbramiContemporary Educational Psychology|June 21, 2001
Semantic Domains of Rational Numbers and the Acquisition of Fraction EquivalenceYujing NiContemporary Educational Psychology|June 21, 2001
Effects of Headings on Text Processing StrategiesRebecca Polley Sanchez, Elizabeth Pugzles Lorch, Robert F. LorchContemporary Educational Psychology|June 17, 2020
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, et al.Pageof 16