Acceso usuarios
Team learning in teacher teams:: Team entitativity as a bridge between teams-in-theory and teams-in-practice
Katrien Vangrieken, Filip Dochy, Elisabeth Raes
págs. 275-298
Teacher self-efficacy as a long-term predictor of instructional quality in the classroom
Josef Künsting, Victoria Neuber, Frank Lipowsky
págs. 299-322
What drives teacher engagement:: A study of different age cohorts
Dina Guglielmi, Ilaria Bruni, Silvia Simbula, Franco Fraccaroli, Marco Depolo
págs. 323-340
Pupils' self-perceptions:: The role of teachers' judgment controlling for big-fish-little-pond effect
Pascal Bressoux, Pascal Pansu
págs. 341-357
Emotions in group work:: Insights from an appraisal-oriented perspective
Karen Zschocke, Marold Wosnitza, Kathrin Bürger
págs. 359-384
Hannah Margraf, Martin Pinquart
págs. 385-399
Hannah Margraf, Martin Pinquart
págs. 401-402
Adolescents' definitions of bullying:: The contribution of age, gender, and experience of bullying
Hollie Byrne, Barbara Dooley, Amanda Fitzgerald, Louise Dolphin
págs. 403-418
Emotional intelligence throughout Portuguese secondary school:: A longitudinal study comparing performance and self-report measures
Ana Costa, Luisa Faria
págs. 419-437
Procrastination, self-regulation failure, academic life satisfaction, and affective well-being:: Underregulation or misregulation form
Murat Balkis, Erdinç Duru
págs. 439-459
