Acceso usuarios
The influences of text and reader characteristics on learning from refutations in science texts
Jason L. G. Braasch, Susan R. Goldman, Jennifer Wiley
págs. 561-578
How students create motivationally supportive learning environments for themselves: The concept of agentic engagement
Johnmarshall Reeve
págs. 579-595
Vocabulary acquisition without adult explanations in repeated shared book reading: An eye movement study
Mary Ann Evans, Jean Saint-Martin
págs. 596-608
Learning vocabulary from television: Does onscreen print have a role?
Deborah L. Linebarger, Annie Moses, Kara Garrity Liebeskind, Katie McMenamin
págs. 609-621
Enhancing motivation and engagement through collaborative discussion
Xiaoying Wu, Richard C. Anderson, Kim Nguyen Jahiel, Brian W. Miller
págs. 622-632
Carolyn A. Denton, Tammy D. Tolar, Jack M. Fletcher, Amy E. Barth, Sharon Vaughn, David J. Francis
págs. 633-648
Effects of speaker variability on learning foreign-accented English for EFL learners
Yuan Gao, Renae Low, Putai Jin, John Sweller
págs. 649-665
Integrating formal and grounded representations in combinatorics learning
David W. Braithwaite, Robert L. Goldstone
págs. 666-682
Improving at-risk learners’ understanding of fractions
Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Carol L. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
págs. 683-700
Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study
Amélie Lubin, Julia Vidal Fernández, Céline Lanoé, Olivier Houdé, Grégoire Borst
págs. 701-708
The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors
Andrew J. Martin, Marianne Mansour, Michael Anderson, Robyn Gibson, Gregory A. D. Liem, David Sudmalis
págs. 709-727
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes
Andrew J. Martin, Harry G. Nejad, Susan H. Colmar, Gregory A. D. Liem
págs. 728-746
Reciprocal effects between adolescent externalizing problems and measures of achievement
Friederike Zimmermann, Kerstin Schütte, Päivi Taskinen, Olaf Köller
págs. 747-761
Lauretta M. Brennan, Elizabeth C. Shelleby, Daniel Shaw, Francis Gardner, Thomas J. Dishion, Melvin Wilson
págs. 762-773
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis
Doris Holzberger, Anja Philipp, Mareike Kunter
págs. 774-786
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials
Robert W. Roeser, Kimberly A. Schonert Reichl, Amishi Jha, Margaret Cullen, Linda Wallace, Rona Wilensky, Eva Oberle, Kimberly Thomson, Cynthia Taylor, Jessica Harrison-Hall
págs. 787-804
Professional competence of teachers: Effects on instructional quality and student development
Mareike Kunter, Uta Klusmann, Jürgen Baumert, Dirk Richter, Thamar Voss, Axinja Hachfeld
págs. 805-820
Center-based child care and cognitive skills development: Importance of timing and household resources
Elizabeth Votruba-Drzal, Rebekah Levine Coley, Amanda S. Koury, Portia Miller
págs. 821-838
A latent class approach to examining forms of peer victimization
Catherine P. Bradshaw, Tracy Evian Waasdorp, Lindsey M. O'Brennan
págs. 839-849
Order of administration of math and verbal tests: An ecological intervention to reduce stereotype threat on girls’ math performance
Annique Smeding, Florence Dumas, Florence Loose, Isabelle Régner
págs. 850-860
Unmotivated or motivated to fail?: A cross-cultural study of achievement motivation, fear of failure, and student disengagement
Krista de Castella, Donn Byrne, Martin V. Covington
págs. 861-880
Lindsay A. Metcalfe, Elizabeth A. Harvey, Holly B. Laws
págs. 881-894
Athanasios A. Mouratidis, Maarten Vansteenkiste, Willy Lens, Aikaterini Michou, Bart Soenens
págs. 895-910
Phillip L. Ackerman, Ruth Kanfer, Margaret E. Beier
págs. 911-927
