Acceso usuarios
Intelligent tutoring systems and learning outcomes: A meta-analysis
Wenting Ma, Olusola O. Adesope, John C. Nesbit, Qing Liu
págs. 901-918
Do students’ topic interest and tutors’ instructional style matter in problem-based learning?
Lisette Wijnia, Sofie M. M. Loyens, Eva Derous, Henk G. Schmidt
págs. 919-933
Addressing knowledge deficits in tutoring and the role of teaching experience: Benefits for learning and summative assessment
Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl
págs. 934-945
Andy J. Saltarelli, Cary J. Roseth
págs. 946-960
Self-regulation and gender within a game-based learning environment
John L. Nietfeld, Lucy R. Shores, Kristin F. Hoffmann
págs. 961-973
Strategy shifts during learning from texts and pictures
Wolfgang Schnotz, Ulrich Ludewig, Mark Ullrich, Holger Horz, Nele McElvany, Jürgen Baumert
págs. 974-989
Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino, Robin F. Schumacher, Sarah Marrin, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Paul Changas
págs. 990-1006
The development of complex problem solving in adolescence: A latent growth curve analysis
Gidon T. Frischkorn, Samuel Greiff, Sascha Wüstenberg
págs. 1007-1020
Relational reasoning in medical education: Patterns in discourse and diagnosis
Denis Dumas, Patricia A. Alexander, Lisa M. Baker, Sophie Jablansky, Kevin N. Dunbar
págs. 1021-1035
Connectives and layout as processing signals: How textual features affect students’ processing and text representation
Gerdineke Van Silfhout, Jacqueline Evers Vermeul, Willem M. Mak, Ted Sanders
págs. 1036-1048
Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning
Charles B. Chang, Daniel Wall, Medha Tare, Ewa M. Golonka, Karen Vatz
págs. 1049-1065
Arya Ansari, Adam Winsler
págs. 1066-1079
Acceleration in elementary school: Using propensity score matching to estimate the effects on academic achievement
Julia Kretschmann, Miriam Vock, Oliver Lüdtke
págs. 1080-1095
Separating speed from accuracy in beginning reading development
Holger Juul, Mads Poulsen, Carsten Elbro
págs. 1096-1106
Importance of phonological and orthographic skills for English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children
Stephanie H. M. Yeong, Janet Fletcher, Donna M. Bayliss
págs. 1107-1121
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals
Ayumi Tanaka, Kou Murayama
págs. 1122-1134
The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying
René Veenstra, Siegwart Lindenberg, Gijs Huitsing, Miia Sainio, Christina Salmivalli
págs. 1135-1143
Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher–student attunement, and gender
Hai Jeong Ahn, Philip C. Rodkin
págs. 1144-1155
Erin E. O'Connor, Elise Cappella, Meghan P. McCormick, Sandee G. McClowry
págs. 1156-1169
The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of reference model
Christoph Niepel, Martin Brunner, Franzis Preckel
págs. 1170-1191
Exploring a three-level model of calibration accuracy
Gregory Schraw, Fred Kuch, Antonio P. Gutierrez, Aaron S. Richmond
págs. 1192-1202
