Acceso usuarios
Can social and emotional learning improve children’s academic progress?: Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum
Alexandra Hennessey, Neil Humphrey
págs. 751-774
Maria Poulou, B. Norwich
págs. 775-793
Feeling socially embedded and engaging at school: The impact of peer status, victimization experiences, and teacher awareness of peer relations in class
Marvin Harks, Bettina Hannover
págs. 795-818
Serkan Arikan, Fons J.R. van de Vijver, Kutlay Yagmur
págs. 819-837
Karen C. H. Zhoc, Ronnel B. King, Tony S. H. Chung, Junjun Chen
págs. 839-863
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Antoni Badia Garganté, Eva Liesa, Lorena Becerril Balín, Paula Mayoral Serrat
págs. 865-879
Measuring differentiated instruction in The Netherlands and South Korea: Factor structure equivalence, correlates, and complexity level
Ridwan Maulana, Annemieke Smale-Jacobse, Michelle Helms-Lorenz, Seyeoung Chun, Okhwa Lee
págs. 881-909
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis
Haomin (Stanley) Zhang
págs. 911-930
Effort and ability attributions as explanation for differences in study choice after failure: Evidence from a hypothetical vignette study among first-entry bachelor students in a belgian university
Sebastiano Cincinnato, Nadine Engels, Els Consuegra
págs. 931-953
Effects of teacher belief adaptivity on students’ reading skills
Frank Egloff, Elmar Souvignier
págs. 955-973
Perceived employability and ability self among Finnish university students
Hannu Räty, Ulla Hytti, Katri Komulainen, Päivi Siivonen, Inna Kozlinska, Kati Kasanen
págs. 975-993
