Acceso usuarios
Sari Mullola, Niklas Ravaja, Jari Lipsanen, Saija Alatupa, Mirka Hintsanen, Markus Jokela, Liisa Keltikangas-Jarvinen
págs. 185-206
Achievement goals as mediators of the relationship between competence beliefs and test anxiety.
David W. Putwain, Wendy Symes
págs. 207-224
Maria Sapouna, Dieter Wolke, Natalie Vannini, Scott Watson, Sarah Woods, Wolfgang Schneider, Sibylle Enz, Ruth Aylett
págs. 225-240
The influence of norms and social identities on children's responses to bullying.
Siân E. Jones, Lucia Bombieri, Andrew G. Livingstone, A.S.R. Manstead
págs. 241-256
Improving text recall with multiple summaries.
Hans van der Meij, Jan van der Meij
págs. 257-269
Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?
Christine M. Rubie-Davies, Annaline Flint, Lyn G. McDonald
págs. 270-288
Dyslexia, authorial identity, and approaches to learning and writing: A mixed methods study.
Julianne Kinder, James Elander
págs. 289-307
Ssu-Kuang Chen, Fang-Ming Hwang, Yu-Chen Yeh, Sunny S. J. Lin
págs. 308-326
Yvonne Skipper, Karen Douglas
págs. 327-339
The effect of guiding questions on students' performance and attitude towards statistics.
Luc Budé, Margje W. J. van de Wiel, Tjaart Imbos, Martijn P. F. Berger
págs. 340-359
