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Table of contents of journal: *Educational psychology review

Results: 1-25/157
Special issue: Knowledge and beliefs
Authors: Kiewra, KA
Citation: Ka. Kiewra, Special issue: Knowledge and beliefs, EDUC PSYC R, 13(4), 2001, pp. 317-319
Knowledge, beliefs, and learning
Authors: Sinatra, GM
Citation: Gm. Sinatra, Knowledge, beliefs, and learning, EDUC PSYC R, 13(4), 2001, pp. 321-323
Belief, knowledge, and science education
Authors: Southerland, SA Sinatra, GM Matthews, MR
Citation: Sa. Southerland et al., Belief, knowledge, and science education, EDUC PSYC R, 13(4), 2001, pp. 325-351
Personal epistemology research: Implications for learning and teaching
Authors: Hofer, BK
Citation: Bk. Hofer, Personal epistemology research: Implications for learning and teaching, EDUC PSYC R, 13(4), 2001, pp. 353-383
Beliefs about academic knowledge
Authors: Buehl, MM Alexander, PA
Citation: Mm. Buehl et Pa. Alexander, Beliefs about academic knowledge, EDUC PSYC R, 13(4), 2001, pp. 385-418
Measures of people's beliefs about knowledge and learning
Authors: Duell, OK Schommer-Aikins, M
Citation: Ok. Duell et M. Schommer-aikins, Measures of people's beliefs about knowledge and learning, EDUC PSYC R, 13(4), 2001, pp. 419-449
Current themes and future directions in epistemological research: A commentary
Authors: Schraw, G
Citation: G. Schraw, Current themes and future directions in epistemological research: A commentary, EDUC PSYC R, 13(4), 2001, pp. 451-464
Approach and avoidance motivation in achievement settings (vol 13, pg 73, 2001)
Authors: Covington, M Elliot, A
Citation: M. Covington et A. Elliot, Approach and avoidance motivation in achievement settings (vol 13, pg 73, 2001), EDUC PSYC R, 13(4), 2001, pp. 465-465
Engaging students in reading: Implications for research and practice
Authors: Renninger, KA Wade, SE
Citation: Ka. Renninger et Se. Wade, Engaging students in reading: Implications for research and practice, EDUC PSYC R, 13(3), 2001, pp. 187-190
Interest, reading, and learning: Theoretical and practical considerations
Authors: Hidi, S
Citation: S. Hidi, Interest, reading, and learning: Theoretical and practical considerations, EDUC PSYC R, 13(3), 2001, pp. 191-209
Increasing situational interest in the classroom
Authors: Schraw, G Flowerday, T Lehman, S
Citation: G. Schraw et al., Increasing situational interest in the classroom, EDUC PSYC R, 13(3), 2001, pp. 211-224
Inviting students into the pursuit of meaning
Authors: Beck, IL McKeown, MG
Citation: Il. Beck et Mg. Mckeown, Inviting students into the pursuit of meaning, EDUC PSYC R, 13(3), 2001, pp. 225-241
Research on importance and interest: Implications for curriculum development and future research
Authors: Wade, SE
Citation: Se. Wade, Research on importance and interest: Implications for curriculum development and future research, EDUC PSYC R, 13(3), 2001, pp. 243-261
Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text
Authors: Sadoski, M
Citation: M. Sadoski, Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text, EDUC PSYC R, 13(3), 2001, pp. 263-281
Classroom conditions for motivation and engagement in reading
Authors: Guthrie, JT Cox, KE
Citation: Jt. Guthrie et Ke. Cox, Classroom conditions for motivation and engagement in reading, EDUC PSYC R, 13(3), 2001, pp. 283-302
Interest assessment and the content area literacy environment: Challenges for research and practice
Authors: Jetton, TL Alexander, PA
Citation: Tl. Jetton et Pa. Alexander, Interest assessment and the content area literacy environment: Challenges for research and practice, EDUC PSYC R, 13(3), 2001, pp. 303-318
Approach and avoidance motivation
Authors: Elliot, AJ Covington, MV
Citation: Aj. Elliot et Mv. Covington, Approach and avoidance motivation, EDUC PSYC R, 13(2), 2001, pp. 73-92
Avoiding seeking help in the classroom: Who and why?
Authors: Ryan, AM Pintrich, PR Midgley, C
Citation: Am. Ryan et al., Avoiding seeking help in the classroom: Who and why?, EDUC PSYC R, 13(2), 2001, pp. 93-114
Academic self-handicapping: What we know, what more there is to learn
Authors: Urdan, T Midgley, C
Citation: T. Urdan et C. Midgley, Academic self-handicapping: What we know, what more there is to learn, EDUC PSYC R, 13(2), 2001, pp. 115-138
Achievement goals and the hierarchical model of achievement motivation
Authors: Elliot, AJ Thrash, TM
Citation: Aj. Elliot et Tm. Thrash, Achievement goals and the hierarchical model of achievement motivation, EDUC PSYC R, 13(2), 2001, pp. 139-156
Intrinsic versus extrinsic motivation: An approach/avoidance reformulation
Authors: Covington, MV Mueller, KJ
Citation: Mv. Covington et Kj. Mueller, Intrinsic versus extrinsic motivation: An approach/avoidance reformulation, EDUC PSYC R, 13(2), 2001, pp. 157-176
Goal theory is not dead - Not yet, anyway: A reflection on the special issue
Authors: Maehr, ML
Citation: Ml. Maehr, Goal theory is not dead - Not yet, anyway: A reflection on the special issue, EDUC PSYC R, 13(2), 2001, pp. 177-185
Parental involvement and students' academic achievement: A meta-analysis
Authors: Fan, XT Chen, M
Citation: Xt. Fan et M. Chen, Parental involvement and students' academic achievement: A meta-analysis, EDUC PSYC R, 13(1), 2001, pp. 1-22
Situational interest: A review of the literature and directions for futureresearch
Authors: Schraw, G Lehman, S
Citation: G. Schraw et S. Lehman, Situational interest: A review of the literature and directions for futureresearch, EDUC PSYC R, 13(1), 2001, pp. 23-52
Drs. Strangelove or: How we learned to stop worrying and love the job search process
Authors: Horner, SL Pape, SJ O'Connor, EA
Citation: Sl. Horner et al., Drs. Strangelove or: How we learned to stop worrying and love the job search process, EDUC PSYC R, 13(1), 2001, pp. 53-69
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