Acceso usuarios
The effects of a concept map-based support tool on simulation-based inquiry learning
Mieke G. Hagemans, Hans van der Meij, Ton de Jong
págs. 1-24
Examining dimensions of self-efficacy for writing
Roger Bruning, Michael Dempsey, Douglas F. Kauffman, Courtney McKim, Sharon Zumbrunn
págs. 25-38
Autonomy and task performance: Explaining the impact of grades on intrinsic motivation
Caroline Pulfrey, Céline Darnon, Fabrizio Butera
págs. 39-57
Effects of first-grade number knowledge tutoring with contrasting forms of practice
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Christopher Schatschneider, Carol L. Hamlett, Jacqueline DeSelms, Pamela M. Seethaler, Julie Wilson, Caitlin F. Craddock, Joan D. Bryant, Kurstin Luther, Paul Changas
págs. 58-77
págs. 78-88
Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM
Paul R. Hernandez, P. Wesley Schultz, Mica Estrada, Anna Woodcock, Randie C. Chance
págs. 89-107
Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries
Herbert W. Marsh, Adel S. Abduljabbar, Maher M. Abu-Hilal, Alexandre J.S. Morin, Faisal A. Abdelfattah, Kim Chau Leung, Man K. Xu, Benjamin Nagengast, Philip Barker
págs. 108-128
Ability and motivation: ssessing individual factors that contribute to university retention
Gene M. Alarcon, Jean M. Edwards
págs. 129-137
Perceived prevalence of teasing and bullying predicts high school dropout rates
Dewey Cornell, Anne Gregory, Francis L. Huang, Xitao Fan
págs. 138-149
Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis
Wondimu Ahmed, Greetje Van der Werf, Hans Kuyper, Alexander Minnaert
págs. 150-161
Counting and RAN: Predictors of arithmetic calculation and reading fluency
Tuire Koponen, Paula Salmi, Kenneth klund, Tuija Aro
págs. 162-175
When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents
Gregory Park, David Lubinski, Camila P. Benbow
págs. 176-198
págs. 199-212
Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement
Krista R. Muis, Melissa Duffy
págs. 213-225
Self-concept and native language background: A study of measurement invariance and cross-group comparisons in third grade
Kate Niehaus, Jill L. Adelson
págs. 226-240
Models of not-so-good behavior: Yet another way to squeeze causality and recommendations for practice out of correlational data
Alyssa L. Reinhart, Samuel H. Haring, Joel R. Levin, Erika A. Patall, Daniel H. Robinson
págs. 241-247
