Acceso usuarios
Saiying Steenbergen-Hu, Harris Cooper
págs. 331-347
The role of arts-related information and communication technology use in problem solving and achievement: Findings from the programme for international student assessment
Gregory A. D. Liem, Andrew J. Martin, Michael Anderson, Robyn Gibson, David Sudmalis
págs. 348-363
págs. 364-374
Closing the social class achievement gap for first-generation students in undergraduate biology
Judith M. Harackiewicz, Elizabeth A. Canning, Yoi Tibbetts, Cynthia J. Giffen, Seth S. Blair, Douglas I. Rouse, Janet S. Hyde
págs. 375-389
Strategy training eliminates sex differences in spatial problem solving in a stem domain
Mike Stieff, Bonnie L. Dixon, Minjung Ryu, Bryna C. Kumi, Mary Hegarty
págs. 390-402
Applying grounded coordination challenges to concrete learning materials: A study of number line estimation
Jonathan M. Vitale, John B. Black, M. I. Swartz
págs. 403-418
Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis
Yusra Ahmed, Richard K. Wagner, Danielle Lopez
págs. 419-434
Yoonhee Jang, Hal Pashler, David E. Huber
págs. 435-447
Probing lexical representations: Simultaneous modeling of word and reader contributions to multidimensional lexical representations
A. Goodwin, Jennifer K. Gilbert, Sun Joo Cho, Devin M. Kearns
págs. 448-468
Marjorie Montague, Jennifer Krawec, Craig K. Enders, Samantha Dietz
págs. 469-481
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
págs. 482-498
Does working memory moderate the effects of fraction intervention?: An aptitude–treatment interaction
Lynn S. Fuchs, Robin F. Schumacher, Sonya K. Sterba, Jessica Long, Jessica M. Namkung, Amelia S. Malone, Carol L. Hamlett, Nancy C. Jordan, Russell Gersten, Robert S. Siegler, Paul Changas
págs. 499-514
The subjective well-being of Israeli adolescents attending specialized school classes
Hod Orkibi, Tammie Ronen, Naama Assoulin
págs. 515-526
Students’ classroom engagement produces longitudinal changes in classroom motivation
Johnmarshall Reeve, Woogul Lee
págs. 527-540
Does observed controlling teaching behavior relate to students’ motivation in physical education?
Jotie De Meyer, Isabel Tallir, Bart Soenens, Maarten Vansteenkiste, Nathalie Aelterman, Lynn Van den Berghe, Lise Speleers, Leen Haerens
págs. 541-554
Is early ability grouping good for high-achieving students’ psychosocial development?: Effects of the transition into academically selective schools
Michael Becker, Marko Neumann, Julia Tetzner, Susanne Böse, Henrike Knoppick, Kai Maaz, Jürgen Baumert, Rainer Lehmann
págs. 555-568
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
Theresa Dicke, Philip D. Parker, Herbert W. Marsh, Mareike Kunter, Annett Schmeck, Detlev Leutner
págs. 569-583
Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments
Benjamin Nagengast, Herbert W. Marsh, Carlo Chiorri, Kit Tai Hau
págs. 584-803
