000			02851nam a22003377a 4500
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008			251205b |||||||| |||| 00| 0 eng d
022			_a0022-0663 (print)
022			_a1939-2176 (online)
040			_aMMSU _cULS
222			_aJournal of educational psychology
245			_aJournal of educational psychology
260			_aWashington, DC: _bAmerican Psychological Association, _c2021-
300			_avolumes _c28 cm
310			_aEight times a year
362			_aVolume 113, number 1 (January 2021- )
500			_aPublished eight times, beginning in January.
505			_aImproving Reading Comprehension, Science Domain Knowledge, and Reading Engagement Through a First-Grade Content Literacy Intervention _rJames S. Kim, Mary A. Burkhauser, Laura M. Mesite, Catherine A. Asher, Jackie Eunjung Relyea, Jill Fitzgerald, and Jeff Elmore
505			_aExplorations of Classroom Talk and Links to Reading Achievement in Upper Elementary Classrooms _rAmanda P. Goodwin, Sun-Joo Cho, Dan Reynolds, Rebecca Silverman, and Stephanie Nunn
505			_aThe Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students _rDaniel R. Wissinger, Susan De La Paz, and Cara Jackson
505			_a Language Ability in the Development of Externalizing Behavior Problems in Childhood _rIsaac T. Petersen and Brandon LeBeau
505			_aClosing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention With Embedded Language Comprehension Instruction _rLynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Caitlin Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, and Paul Changas
505			_aElementary Students' Cognitive and Affective Responses to Impasses During Mathematics Problem Solving _rBrendan Munzar, Krista R. Muis, Courtney A. Denton, and Kelsey Losenno
505			_aDoes the Interleaving Effect Extend to Unrelated Concepts? Learners' Beliefs Versus Empirical Evidence _rVeronica X. Yan and Faria Sana
505			_aThe Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study _rYi-Lung Kuo, Alex Casillas, Jeff Allen, and Steve Robbins
505			_aPeer Social Acceptance and Academic Achievement: A Meta-Analytic _rKathryn R. Wentzel, Sophie Jablansky, and Nicole R. Scalise
505			_aUsing the Selection, Optimization, and Compensation Model of Action-Regulation to Explain College Students' Grades and Study Satisfaction _rDarya Moghimi, Nico W. Van Yperen, Florian Sense, Hannes Zacher, and Susanne Scheibe
505			_aThe Role of Mothers in Supporting Adaptation in School: A Psychological Needs Perspective _rCatherine F. Ratelle, Stéphane Duchesne, David Litalien, and André Plamondon
650			_aEducational psychology _vPeriodicals
942			_2lcc _cSERIALS
999			_c28475 _d28475