Acceso usuarios
Instructional interventions that motivate classroom learning.
Xiaodong Lin-siegler, Carol S. Dweck, Geoffrey L. Cohen
págs. 295-299
Daeun Park, Elizabeth A. Gunderson, Eli Tsukayama, Susan C. Levine, Sian L. Beilock
págs. 300-313
Even Einstein struggled: effects of learning about great scientists’ struggles on high school students’ motivation to learn science.
Xiaodong Lin-siegler, Janet N Ahn, Jondou Chen, Fu-Fen Anny Fang, Myra Luna Lucero
págs. 314-328
A stitch in time: strategic self-control in high school and college students
Angela L. Duckworth, Rachel E. White, Alyssa J. Matteucci, Annie Shearer, James J. Gross
págs. 329-341
Creating birds of similar feathers: leveraging similarity to improve teacher–student relationships and academic achievement
Hunter Gehlbach, Maureen E. Brinkworth, Aaron M. King, Laura M. Hsu, Joseph McIntyre, Todd Rogers
págs. 342-352
The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress
Shannon T. Brady, Stephanie L. Reeves, Julio García, Valerie Purdie-Vaughns, Jonathan E. Cook, Suzanne Taborsky-Barba, Sarah Tomasetti, Eden M. Davis, Geoffrey L. Cohen
págs. 353-373
Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school
David Scott Yeager, Carissa Romero, Dave Paunesku, Chris S. Hulleman, Barbara Schneider, Cintia Hinojosa, Hae Yeon Lee, Joseph O'Brien, Kate Flint, Alice Roberts, Jill Trott, Daniel Greene, Gregory M. Walton, Carol S. Dweck
págs. 374-391
New directions in social psychological interventions to improve academic achievement
Timothy D. Wilson, Nicholas R. Buttrick
págs. 392-396
The half empty question for socio-cognitive interventions
Daniel L. Schwartz, Katherine M. Cheng, Shima Salehi, Carl E. Wieman
págs. 397-404
Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures
Silvia Salchegger
págs. 405-423
Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science
Allison Master, Sapna Cheryan, Andrew N. Meltzoff
págs. 424-437
Katherine Muenks, David B. Miele, Allan Wigfield
págs. 438-454
