6060361-476X/01 $35.00Copyright 2001 by Academic PressAll rights of reproduction in any form reserved.

Contemporary Educational Psychology 26, 606–611 (2001)

doi:10.1006/ceps.2001.1099, available online at http://www.idealibrary.com on

Subject Index for Volume 26

A

Abilityand achievement goals, in physical educa-

tion, American and Chinese students’conceptions of, 348

Achievementframe of reference effects after announce-

ment of exam results, 277mathematics, and self-esteem, relationship

in preservice teachers, 44personal control and future time perspec-

tive beliefs in, multivariate dimen-sionality of, 481

race and sex differences, role of anxiety, 291writing, gender differences in, role of gen-

der-stereotypic beliefs, 366Achievement goals

and ability, in physical education, Ameri-can and Chinese students’ concep-tions of, 348

and academic self-handicapping, 7th-grad-ers, 61

in literacy activities, elementary students, 454Achievement values

learning to value mathematics and reading,and instructional practices, 76

Adjunct questionseffects on reading comprehension skills of

learning-disabled adolescents, 25Americans

and Chinese, students’ conceptions of abil-ity and achievement goals in physicaleducation, 348

Anxietyrelationship between preservice teachers’

self-esteem and mathematics achieve-ment, 44

role in race and sex differences in achieve-ment, 291

Arithmeticstrategy use, gender differences, 330

B

Beliefsgender-stereotypic, role in gender differ-

ences in writing motivation andachievement, 366

personal control and future time perspec-tive, multivariate relations withachievement and self-regulation, 481

relationship between preservice teachers’self-esteem and mathematics achieve-ment, 44

self-efficacy and task-value, role in pre-dicting course performance and en-rollment intentions, 553

Beliefs about learningand children’s understanding of science

texts, 192

C

Causal attributionmetacognitive, benefits of peer collabora-

tion, 588Cheating

among early adolescents, predictors of, 96Chinese

and Americans, students’ conceptions ofability and achievement goals inphysical education, 348

children’s incidental learning of wordmeanings, 249

Classroom displayfacilitation of text recall by map edges, 211

Cognitive constructsrole in students’ amount of reading, 116

SUBJECT INDEX 607

Cognitive difficultynonverbal displays as indicants of, 267

Cognitive loadrole in systematic mathematical errors, 227

Cognitive variablesaffecting elementary school student/

teacher relationship, 431College students

fictitious academic expertise and pro-cessing resources, 507

instructor reputation and student ratings ofinstruction, 534

metamemory judgments, effect of socialinfluence and metacognitive knowl-edge, 571

nonverbal displays as indicants of task dif-ficulty, 267

personal control and future time perspec-tive beliefs, multivariate relations toachievement and self-regulation, 481

self-efficacy and task-value beliefs, role inpredicting course performance andenrollment intentions, 553

strategy use, personality traits, and goalorientations, 149

summary writing, effects of strategy in-struction, 3

text processing strategies, effects of head-ings, 418

text recall, facilitation by map edges,211

text summarization, effects of headings,171

Conceptionsof ability and achievement goals in physi-

cal education, American and Chinesestudents, 348

Course performancepredictive ability of self-efficacy and task-

value beliefs, 553Cross-cultural comparison

American and Chinese students’ concep-tions of ability and achievement goalsin physical education, 348

D

Displaysnonverbal, as indicants of task difficulty,

267

E

EditorialReflections of the Incoming Editors, 1

English as a second languagefictitious academic expertise and pro-

cessing resources, 507Enrollment intentions

predictive ability of self-efficacy and task-value beliefs, 553

Epistemological beliefsbeliefs about learning in children’s under-

standing of science texts, 192Examination results

frame of reference effects after announce-ment of, 277

Expectancy beliefsand personal control beliefs, multivariate

relations with achievement and self-regulation, 481

Expectationsof students, peers, and parents, and student

participation in advanced mathemat-ics, 132

Expertisefictitious academic, and processing re-

sources, 507

F

Feedbackeffect on reading comprehension skills of

learning-disabled adolescents, 25Fictitious expertise

academic, and processing resources, 507Fraction equivalence

acquisition of, and semantic domains of ra-tional numbers, 400

Frame of reference effectsafter announcement of exam results, 277

Future time perspectiveand personal control, beliefs about, multi-

variate relations with achievementand self-regulation, 481

G

Gender differencesin arithmetic strategy use, 330in math performance, role of anxiety, 291

608 SUBJECT INDEX

in writing motivation and achievement,role of gender-stereotypic beliefs, 366

Goal orientationand interest, effects on use of self-regu-

lated learning strategies, 311and personality traits, role in strategy use,

149Goals

achievement, see Achievement goalsGrade level, see Student grade levelGrading

leniency, relationship to teacher ratings,382

H

Headingseffects on text processing strategies, 418effects on text summarization, 171

I

I/E modelframe of reference effects after announce-

ment of exam results, 277Incidental learning

word meanings, by Chinese children, 249Individual differences

in learning: strategy use, personality traits,and goal orientations, 149

Instructionon strategy, effects on summary writing of

college students, 3student ratings of, and instructor reputa-

tion, 534Instructional practices

mastery- and performance-oriented, andlearning to value mathematics andreading, 76

Instructor reputationand student ratings of instruction, 534

Intentionsfor future enrollment, predictive ability of

self-efficacy and task-value beliefs,553

Interestand goal orientation, effects on use of self-

regulated learning strategies, 311student, relationship to teacher ratings, 382

K

Knowledge constructionrole of children’s beliefs about learning,

192

L

Learningbeliefs about, and children’s understanding

of science texts, 192incidental, of word meanings by Chinese

children, 249individual differences: strategy use, per-

sonality traits, and goal orientations,149

Learning-disabledadolescent, reading comprehension skills,

effects of adjunct questions and feed-back, 25

Learning strategies, see Strategy useLearning to value

mathematics and reading, and instructionalpractices, 76

Long-term retentionbenefits of peer collaboration, 588

M

Manipulativesand retrieval, in arithmetic strategy use,

gender differences, 330Map edges

facilitation of text recall, 211Mathematical errors

systematic, and cognitive load, 227Mathematics

achievement, of preservice teachers, rela-tionship to self-esteem, 44

advanced, participation in, role of expecta-tion and influence of students, peers,and parents, 132

learning to value, and instructional prac-tices, 76

performance, gender differences in, role ofanxiety, 291

Metacognitive causal attributionbenefits of peer collaboration, 588

Metacognitive knowledge

SUBJECT INDEX 609

and social influence, effect on metamem-ory judgments, 571

Metamemory judgmentseffect of social influence and metacogni-

tive knowledge, 571Motivation

academic and social, and predictors ofcheating among early adolescents, 96

goals, in literacy activities, elementary stu-dents, 454

relationship between preservice teachers’self-esteem and mathematics achieve-ment, 44

role in students’ amount of reading, 116variables, affecting elementary school

student/teacher relationship, 431writing, gender differences in, role of gen-

der-stereotypic beliefs, 366Multivariate dimensionality

personal control and future time perspec-tive beliefs in achievement and self-regulation, 481

N

Nonverbal displaysas indicants of task difficulty, 267

P

Peer collaborationbenefits of, 588

Personal controland future time perspective, beliefs about,

multivariate relations with achieve-ment and self-regulation, 481

Personality traitsand goal orientations, role in strategy use,

149Physical education

conceptions of ability and achievementgoals in, American and Chinese stu-dents, 348

Preferenceand gender differences in arithmetic strat-

egy use, 330Preservice teachers

relationship between self-esteem andmathematics achievement, 44

R

Racial differencesin academic performance, role of anxiety,

291Rational numbers

semantic domains, and acquisition of frac-tion equivalence, 400

Readingachievement goals, elementary students,

454learning to value, and instructional prac-

tices, 76students’, amount of, motivational and

cognitive contributions, 116Reading comprehension skills

learning-disabled adolescents, effects ofadjunct questions and feedback, 25

Recallbenefits of peer collaboration, 588text

effects of headings, 418facilitation by map edges, 211

Reputationinstructor, and student ratings of instruc-

tion, 534Resource allocation

fictitious academic expertise and pro-cessing resources, 507

Retrievaland manipulatives, in arithmetic strategy

use, gender differences, 330

S

Sciencetexts, children’s understanding of, and be-

liefs about learning, 192Self-concept

frame of reference effects after announce-ment of exam results, 277

Self-efficacy beliefsand task-value beliefs, role in predicting

course performance and enrollmentintentions, 553

Self-esteemin preservice teachers, relationship to

mathematics achievement, 44Self-handicapping

academic, and achievement goals, 7th-graders, 61

610 SUBJECT INDEX

Self-regulationeffects of goal orientation and interest on use

of self-regulated learning strategies, 311multivariate dimensionality of personal

control and future time perspectivebeliefs in, 481

Semantic meaningsof rational numbers, and acquisition of

fraction equivalence, 400Skill

and gender differences in arithmetic strat-egy use, 330

Social influenceand metacognitive knowledge, effect on

metamemory judgments, 571Stereotype

role of gender-stereotypic beliefs in genderdifferences in writing motivation andachievement, 366

Stereotype threat theorytesting: anxiety, race/sex differences, and

achievement, 291Strategy instruction

effects on summary writing of college stu-dents, 3

Strategy usearithmetic, gender differences, 330benefits of peer collaboration, 588role of personality traits and goal orienta-

tions, 149self-regulated learning strategies, effects of

goal orientation and interest, 311in text processing, effects of headings, 418

Student grade level, see also College students1st grade, gender differences in arithmetic

strategy use, 3303rd, 4th, and 6th grades, learning to value

mathematics and reading, and instruc-tional practices, 76

3rd–5th grades, achievement goals in liter-acy activities, 454

3rd and 5th grades, motivational and cog-nitive contributions to amount ofreading, 116

4th gradeChinese children’s incidental learning of

word meanings, 249benefits of peer collaboration, 588

4th and 5th grades, quality and impact ofrelationships between students andteachers, 431

4th and 6th grades, beliefs about learningand effects on understanding sciencetexts, 192

4th, 8th, and 11th grades, conceptions ofability and achievement goals inphysical education in American andChinese students, 348

5th and 6th grades, acquisition of fractionequivalence, and semantic domains ofrational numbers, 400

6th–8th grades, gender differences in writ-ing motivation and achievement, roleof gender-stereotypic beliefs, 366

7th grade, academic self-handicapping andachievement goals, 61

7th and 8th grades, predictors of cheating,96

7th and 9th grades, frame of reference ef-fects after announcement of exam re-sults, 277

7th–12th grades, participation in advancedmathematics, and expectations of stu-dents, peers, and parents, 132

8th and 9th grades, systematic mathemati-cal errors and cognitive load, 227

9th–11th grade learning-disabled students,reading comprehension skills, effectsof adjunct questions and feedback, 25

11th grade, effects of goal orientation andinterest on use of self-regulated learn-ing strategies, 311

high school seniors, testing stereotypethreat, 291

Student/teacher relationshipquality and impact of, in elementary

school, 431Summarization

text, effects of headings, 171Summary writing

by college students, effects of strategy in-struction, 3

T

Task difficultynonverbal displays as indicants of, 267

Task-value beliefsand self-efficacy beliefs, role in predicting

course performance and enrollmentintentions, 553

SUBJECT INDEX 611

Teacher ratingsinstructor reputation and student ratings of

instruction, 534relationship to student interest and grading

leniency, 382Teachers

preservice, relationship between self-es-teem and mathematics achievement,44

and students, quality and impact of rela-tionships between, elementary school,431

Text processingbeliefs about learning in children’s under-

standing of science texts, 192strategies, effects of headings, 418

Text recalleffects of headings, 418facilitation by map edges, 211

Text summarizationeffects of headings, 171

W

Word meaningsChinese children’s incidental learning of,

249Working memory failure

role in systematic mathematical errors, 227Writing

achievement goals, elementary students, 454motivation and achievement, gender dif-

ferences in, role of gender-stereotypicbeliefs, 366

summary, by college students, effects ofstrategy instruction, 3