MARC details
| 000 -LEADER |
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| fixed length control field |
02851nam a22003377a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20260514083621.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
251205b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
0022-0663 (print) |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
1939-2176 (online) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MMSU |
| Transcribing agency |
ULS |
| 222 ## - KEY TITLE |
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| Key title |
Journal of educational psychology |
| 245 ## - TITLE STATEMENT |
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| Title |
Journal of educational psychology |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Washington, DC: |
| Name of publisher, distributor, etc. |
American Psychological Association, |
| Date of publication, distribution, etc. |
2021- |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
volumes |
| Dimensions |
28 cm |
| 310 ## - CURRENT PUBLICATION FREQUENCY |
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| Current publication frequency |
Eight times a year |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION |
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| Dates of publication and/or sequential designation |
Volume 113, number 1 (January 2021- ) |
| 500 ## - GENERAL NOTE |
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| General note |
Published eight times, beginning in January. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement Through a First-Grade Content Literacy Intervention |
| Statement of responsibility |
James S. Kim, Mary A. Burkhauser, Laura M. Mesite, Catherine A. Asher, Jackie Eunjung Relyea, Jill Fitzgerald, and Jeff Elmore |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Explorations of Classroom Talk and Links to Reading Achievement in Upper Elementary Classrooms |
| Statement of responsibility |
Amanda P. Goodwin, Sun-Joo Cho, Dan Reynolds, Rebecca Silverman, and Stephanie Nunn |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students |
| Statement of responsibility |
Daniel R. Wissinger, Susan De La Paz, and Cara Jackson |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Language Ability in the Development of Externalizing Behavior Problems in Childhood |
| Statement of responsibility |
Isaac T. Petersen and Brandon LeBeau |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention With Embedded Language Comprehension Instruction |
| Statement of responsibility |
Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Caitlin Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, and Paul Changas |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Elementary Students' Cognitive and Affective Responses to Impasses During Mathematics Problem Solving |
| Statement of responsibility |
Brendan Munzar, Krista R. Muis, Courtney A. Denton, and Kelsey Losenno |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Does the Interleaving Effect Extend to Unrelated Concepts? Learners' Beliefs Versus Empirical Evidence |
| Statement of responsibility |
Veronica X. Yan and Faria Sana |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study |
| Statement of responsibility |
Yi-Lung Kuo, Alex Casillas, Jeff Allen, and Steve Robbins |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Peer Social Acceptance and Academic Achievement: A Meta-Analytic |
| Statement of responsibility |
Kathryn R. Wentzel, Sophie Jablansky, and Nicole R. Scalise |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Using the Selection, Optimization, and Compensation Model of Action-Regulation to Explain College Students' Grades and Study Satisfaction |
| Statement of responsibility |
Darya Moghimi, Nico W. Van Yperen, Florian Sense, Hannes Zacher, and Susanne Scheibe |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The Role of Mothers in Supporting Adaptation in School: A Psychological Needs Perspective |
| Statement of responsibility |
Catherine F. Ratelle, Stéphane Duchesne, David Litalien, and André Plamondon |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Educational psychology |
| Form subdivision |
Periodicals |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
|
| Koha item type |
SERIALS/JOURNALS |
