Acceso usuarios
The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model
Fabian Wolff, Gabriel Nagy, Jan Retelsdorf, Friederike Helm, Olaf Köller, Jens Möller
págs. 1131-1161
Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility
Logan Fiorella, Andrew T. Stull, Shelbi Kuhlmann, Richard E. Mayer
págs. 1162-1171
Steven C. Pan, Jahan Tajran, Jarrett Lovelett, Jessica Osuna, Timothy C. Rickard
págs. 1172-1188
Metacognitive judgments of prior material facilitate the learning of new material: The forward effect of metacognitive judgments in inductive learning
Seung-hee Lee, Hyorim Ha
págs. 1189-1201
Preventing interference: Reordering complexity in the learning of new concepts
Esther Ziegler, Peter A. Edelsbrunner, Jon R. Star
págs. 1202-1219
The conflicted language of interracial feedback
Kent D. Harber, Stephanie L. Reeves, Jamie L. Gorman, Chris Williams, Jennifer Malin, James W. Pennebaker
págs. 1220-1242
The essential ingredients of research supervision: A discrete-choice experiment
Alex Roach, Bryan K. Christensen, Elizabeth Rieger
págs. 1243-1260
On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap
Marie Crouzevialle, Céline Darnon
págs. 1261-1272
Cognitive predictors of kindergarten achievement in African American children
A. Nayena Blankson, Jessica A Gudmundson, Memuna Kondeh
págs. 1272-1283
Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland
Laura A. Helbling, Martin J. Tomasik, Urs Moser
págs. 1284-1299
Early adolescent social status and academic engagement: Selection and influence processes in the United States and China
Xin Zhang, Eva M. Pomerantz, Lili Qin, Handrea Logis, Allison M. Ryan, Meifang Wang
págs. 1300-1316
págs. 1317-1330
Lisa S. Olive, Donn Byrne, Ross B. Cunningham, Rohan M. Telford, Richard D. Telford
págs. 1331-1340
