Vol. 8, No. 1 (2018), Journal of Educational and Developmental Psychology

• • Testing Three-Item Versions for Seven of Young’s Maladaptive Schema and Wait Impact for Briefly Counseled Non-Urgent Clients
  • •  Gary Blau   
    •  John DiMino   
    •  YJ Kim   
    • p1
    •  PDF 
      
• • Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale
  • •  Rana Momani   
    • p14
    •  PDF 
      
• • Middle School Students’ Approaches to Reasoning about Disconfirming Evidence
  • •  Keisha Varma   
    •  Martin Van Boekel   
    •  Sashank Varma   
    • p28
    •  PDF 
      
• • Exploring Grade 3 Teachers’ Perspectives on the Acceptability and Efficacy of MindMasters 2
  • •  Alexandre Santos   
    • p43
    •  PDF 
      
• • A Video Based Intervention to Support Children’s Social, Emotional and Mental Health
  • •  Zoe Stephens   
    •  Charlotte Marie Jackson   
    •  Will Cross   
    • p54
    •  PDF 
      
• • Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
  • •  Kimberly Wolbers   
    •  Hannah Dostal   
    •  Steve Graham   
    •  Lee Branum-Martin   
    •  Jennifer Kilpatrick   
    •  Rachel Saulsburry   
    • p99
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• • The Role of Parental Education, Household Income, and Race on Parents’ Academic Beliefs and the Provision of Home Learning Opportunities for 4- to 8-Year-Old Children
  • •  Peter Zheng   
    •  Melissa Libertus   
    • p118
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• • Do Open-Minded Student Teachers Have More Favorable Attitudes Towards Different Dimensions of Heterogeneity?
  • •  Marcus Syring   
    •  Teresa Tillmann   
    •  Sabine Weiss   
    •  Ewald Kiel   
    • p133
    •  PDF 
      
• • Religious Jewish Mothers’ Perspective of Their Daughters’ Continuing Singlehood
  • •  Asnat Dor   
    • p148
    •  PDF 
      
• • Empathy in Traditional and Cyber Bullying/Victimization Involvement From Early to Middle Adolescence: A Cross Sectional Study
  • •  Nafsika Antoniadou   
    •  Constantinos Kokkinos   
    • p153
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• • Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools
  • •  Christine Yeh   
    •  Stephanie Khaziran   
    •  Mio Tsukamoto Berk   
    •  Emily Hong Daniel   
    • p162
    •  PDF 
      
• • Reviewing the Development of Self-Concept: Implications for an Enhanced Model
  • •  Delaney Collyer   
    •  Janet Boseovski   
    •  Stuart Marcovitch   
    • p171
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• • Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 8, No. 1
  • •  Carol Wong   
    • p178
    •  PDF 
      

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