Acceso usuarios
Roni Berger, Marc Gelkopf, Yotam Heineberg, Philip G. Zimbardo
págs. 761-771
Motivation, engagement, and social climate: An international study of boarding schools
Andrew J. Martin, Brad Papworth, Paul Ginns, Lars-Erik Malmberg
págs. 772-787
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics
Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry, Andrew J. Martin
págs. 788-799
Relations between teachers’ emotional exhaustion and students’ educational outcomes
A. Katrin Arens, Alexandre J.S. Morin
págs. 800-813
Matthew Quick, Ryan Grimm, Michael J. Furlong, Karen Nylund Gibson, Sruthi Swami
págs. 814-829
Cognition and literacy in English language learners at risk for reading disabilities: A latent transition analysis
H. Lee Swanson, Milagros Kudo, Danielle A. Guzman-Orth
págs. 830-856
Jake McMullen, Minna M. Hannula Sormunen, Eero Laakkonen, Erno Lehtinen
págs. 857-868
Developmental changes in working memory, updating, and math achievement
Kerry Lee, Rebecca Bull
págs. 869-882
Exploring reference group effects on teachers’ nominations of gifted students
Sandra Rothenbusch, Ingo Zettler, Thamar Voss, Thomas Posch, Ulrich Trautwein
págs. 883-897
Do processing patterns of strengths and weaknesses predict differential treatment response?
Jeremy Miciak, Jacob L. Williams, W. Pat Taylor, Paul T. Cirino, Jack M. Fletcher, Sharon Vaughn
págs. 898-909
