Acceso usuarios
Fluency: A review of developmental and remedial practices.
Melanie R. Kuhn, Steven A. Stahl
págs. 3-21
Peter F. de Jong, Aryan van der Leij
págs. 22-40
págs. 41-51
Use of partial information in learning to read Chinese characters.
Richard C. Anderson, Wenling Li, Yu-Min Ku, Hua Shu, Ningning Wu
págs. 52-57
The Stroop Color-Word Test: Genetic and environmental influences; Reading, mental ability, and personality correlates.
Wendy Johnson, Thomas J. Bouchard Jr., Nancy L. Segal, Margaret Keyes, Jay Samuels
págs. 58-65
Accuracy of metacognitive monitoring affects learning of texts.
Keith W. Thiede, Mary C. M. Anderson, David Therriault
págs. 66-73
Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families.
Nancy E. Hill, Stracie A. Craft
págs. 74-83
Children's autonomy and perceived control in learning: A model of motivation and achievement in Taiwan.
Hsiao d'Ailly
págs. 84-96
A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.
Martyn Standage, Joan L. Duda, Nikos Ntoumanis
págs. 97-110
The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.
Ellen Rydell Altermatt, Eva M. Pomerantz
págs. 111-123
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.
Frédéric Guay, Herbert W. Marsh, Michel Boivin
págs. 124-136
Robyn M. Gillies
págs. 137-147
Sense of relatedness as a factor in children's academic engagement and performance.
Carrie Furrer, Ellen Skinner
págs. 148-162
Community violence exposure and children's academic functioning.
David Schwartz, Andrea Hopmeyer Gorman
págs. 163-173
In search of the benefits of learning Latin.
Ludwig Haag, Elsbeth Stern
págs. 174-178
Understanding procrastination from a self-regulated learning perspective.
Christopher A. Wolters
págs. 179-187
Can offline metacognition enhance mathematical problem solving?
Annemie Desoete, Herbert Roeyers, Armand De Clercq
págs. 188-200
