Acceso usuarios
School functioning in early adolescence: Gender-linked responses to peer victimization
Wendy L. G. Hoglund
págs. 683-699
págs. 700-714
Between- and within-domain relations of students' academic emotions
Thomas Goetz, Anne C. Frenzel, Reinhard Pekrun, Nathan C. Hall, Oliver Lüdtke
págs. 715-733
Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis
Catherine Ratelle, Frédéric Guay, Robert J. Vallerand, Simon Larose, Caroline Senécal
págs. 734-746
Teacher motivational strategies and student self-determination in physical education
Ian M. Taylor, Nikos Ntoumanis
págs. 747-760
Guy Roth, Yaniv Kanat-Maymon, Haya Kaplan
págs. 761-774
Do university teachers become more effective with experience?: A multilevel growth model of students' evaluations of teaching over 13 years
Herbert W. Marsh
págs. 775-790
Signaling in expository hypertexts compensates for deficits in reading skill
Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christman, Norbert Groeben
págs. 791-807
Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers
Andrew T. Stull, Richard E. Mayer
págs. 808-820
Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study
Nonie K. Lesaux, Andre Rupp, Linda S. Siegel
págs. 821-834
Predictors of reading and spelling abilities in first- and second-language learners
Wilma Jongejan, Ludo Verhoeven, Linda S. Siegel
págs. 835-851
págs. 852-866
Development of the interplay between automatic processes and cognitive resources in reading
Jeffrey Walczyk, Min Wei, Diana A. Grifith Ross, Sarah E. Goubert, Alison L. Cooper, Peijia Zha
págs. 867-887
The impact of print exposure quality and inference construction on syllogistic reasoning
Helena P. Osana, Guy L. Lacroix, Bradley J. Tucker, Einat Idan, Guillaume W. Jabbour
págs. 888-902
