Acceso usuarios
Beyond additive and multiplicative reasoning abilities: How preference enters the picture
Tine Degrande, Lieven Verschaffel, Wim Van Dooren
págs. 559-576
Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
Marian Hickendorff
págs. 577-594
GraphoGame SI: The development of a technology-enhanced literacy learning tool for Standard Indonesian
Elisabeth Borleffs, Toivo K. Glatz, Debby A. Daulay, Ulla Richardson, Frans Zwarts, Ben A. M. Maassen
págs. 595-613
The harmful aspect of teacher conditional support on students’ self-perception of school competence
Marine Hascoët, Pascal Pansu, Théresé Bouffard, Nadia Leroy
págs. 615-628
A child’s psychological adjustment impacts teachers’ instructional support and affective response
Jari-Erik Nurmi, Gintautas Silinskas, Noona Kiuru, Eija Pakarinen, Tiina Turunen, Martti Siekkinen, Asko Tolvanen, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen
págs. 629-648
Competence and affect dimensions of self-concept among higher education students: Competence and affect dimensionsA factorial validation study of an academic subject-specific self-concept
Richard A. Burns, Dimity A. Crisp, Robert B. Burns
págs. 649-663
University students’ conceptions of learning across multiple domains
Claudio Vezzani, Giulia Vettori, Giuliana Pinto
págs. 665-684
The role of educational context in beliefs about knowledge, information, and truth: An exploratory study
Alexandra List, Emily Grossnickle-Peterson, Patricia A. Alexander, Sofie M. M. Loyens
págs. 685-705
Correction to: The role of educational context in beliefs about knowledge, information, and truth: An exploratory study
Alexandra List, Emily Grossnickle-Peterson, Patricia A. Alexander, Sofie M. M. Loyens
págs. 707-711
Céline Darnon, Mickaël Jury, Cristina Aelenei
págs. 713-726
Adjustment to college and prediction of depression during post-secondary transition
Diane Marcotte, Thierno Diallo, Marie-Laurence Paré
págs. 727-748
First-year university students’ academic success: The importance of academic adjustment
Els C. M. van Rooij, Ellen Jansen, Wim van de Grift
págs. 749-767
Correction to: First-year university students’ academic success: The importance of academic adjustment
Els C. M. van Rooij, Ellen Jansen, Wim van de Grift
págs. 769-769
Correction to: Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback
Michiel Voet, Mario Gielen, Ruth Boelens, Bram De Wever
págs. 771-773
