Martin H. Jones
- Jones, M. H., Irvin, M. J., & Kibe, G. W. (in press). Does urbanicity alter the roles of academically supportive factors? African-American adolescentsí friendships, math self-concept, and math performance.†Journal of Negro Education.†
Jones, M. H., Audley-Piotrowski, S. R., & Kiefer, S. M. (2012). Relationships among adolescentsí perceptions of friendsí behaviors, academic self-concept, and math performance. Journal of Educational Psychology, 104,19-31.
- Jones, M. H., Alexander, J.
M., & Estell, D. B. (2010). Homophily among peer groups membersí perceived self-regulated
learning. Journal of Experimental
Education, 78, 378-394
- Jones, M. H., & Estell, D. B. (2010). When elementary students change peer groups: Intra-group centrality, inter-group centrality, and self-perceptions of popularity. Merrill-Palmer Quarterly, 56(2), 164-188.
Estell, D. B., Jones, M. H., & Van Acker, R. (2009).
Quantity and consistency of best friendships in students with and without
learning disabilities. Exceptional
Children, 76(1), 110-124.
- Edl, H. M., Jones, M. H., & Estell, D. B. (2008). Ethnicity
and English proficiency: Teacher perceptions of academic and interpersonal competence
in European-American and Latino students. School
Psychology Review, 37(1), 38-45.
- Jones, M. H., Estell, D. B., & Alexander, J. M.
(2008). Friends, classmates, and self-regulated learning: Effects of peer
discussions inside and outside the classroom. Metacognition and Learning, 3(1), 1-15.
- Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T., &
Rodkin, P. (2008). Peer groups, popularity, and social preference: Trajectories
of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5-14.
- Jones, M. H., & Estell. D B. (2007). Exploring the
Mozart effect among high school students. Psychology
of Aesthetics, Creativity, and the Arts, 1(4), 219-224.
- Jones, M. H., West, S. D., & Estell, D. B. (2006).
The Mozart effect: Arousal, preference, and spatial performance. Psychology of Aesthetics, Creativity, and
the Arts, S(1), 26-32.
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