Acceso usuarios
Construct validity of the Wechsler Intelligence Scale For Children – Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests
Gary L. Canivez, Marley W. Watkins, Ryan J. McGill
págs. 195-224
A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements?
Valentin Benzing, Mirko Schmidt, Katja Jäger, Fabienne Egger, Achim Conzelmann, Claudia M. Roebers
págs. 225-238
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Barbara Schober, Christiane Spiel
págs. 239-258
The longitudinal effects of induction on beginning teachers' stress
Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen
págs. 259-287
Marisol Fernández Cueli, Débora Areces Martínez, Trinidad García Fernández, Celestino Rodríguez Pérez, Guillermo Vallejo Seco, Paloma González Castro
págs. 288-306
Lorenzo Desideri, Cristina Ottaviani, Carla Cecchetto, Paola Bonifacci
págs. 307-323
Grit and self‐discipline as predictors of effort and academic attainment
Martin S. Hagger, Kyra Hamilton
págs. 324-342
Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective
Rochelle F. Hentges, Brian M. Galla, Ming-Te Wang
págs. 343-358
The role of neighbourhood greenspace in children's spatial working memory
Eirini Flouri, Efstathios Papachristou, Emily Midouhas
págs. 359-373
Teacher–student interaction and lower secondary school students' situational engagement
Sanni Pöysä, Kati Vasalampi, Joona Muotka, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari-Erik Nurmi
págs. 374-392
Relationship between parent involvement and academic achievement through metacognitive strategies: a multiple multilevel mediation analysis
Alejandro Veas Iniesta, Juan Luis Castejón Costa, Pablo Miñano Pérez, Raquel Gilar Corbí
págs. 393-411
