Acceso usuarios
Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement
Lisa E. Kim, Ilan Dar Nimrod, Carolyn MacCann
págs. 309-323
Trajectories of the expression of negative emotion from kindergarten to first grade
Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente Barroso, Marilyn S. Thompson, Tracy L. Spinrad, Kevin J. Grimm, Sarah K. VanSchyndel, Rebecca H. Berger, Kassondra M. Silva, Armando A. Pina, Jody Southworth, Diana E. Gal
págs. 324-337
Early temperament and middle school engagement: School social relationships as mediating processes
Eric S. Buhs, Natalie A. Koziol, Kathleen Moritz Rudasill, Lisa J. Crockett
págs. 338-354
Openness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations
Thomas Gatzka, Benedikt Hell
págs. 355-377
More pain than gain: Effort–reward imbalance, burnout, and withdrawal intentions within a university student population
Cameron John Williams, Suzanne Dziurawiec, Brody Heritage
págs. 378-394
Reappraising test anxiety increases academic performance of first-year college students
Shannon T. Brady, Bridgette Martin Hard, James J. Gross
págs. 395-406
Underpinnings of expectancies of success in mathematics: An analysis of general, school-related, and domain-specific motivation antecedents
Flaviu A. Hodis
págs. 407-430
Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety
Amy Devine, Francesca Hill, Emma Carey, Dénes Szücs
págs. 431-444
Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Jake Anders, Nikki Shure, Theresa Dicke
págs. 445-463
