Ward Nouwen, Noel Clycq
págs. 243-261
The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: Temperament as a moderator
Anna-Leena Clem, Kathleen Moritz Rudasill, Riikka Hirvonen, Kaisa Aunola, Noona Kiuru
págs. 263-286
Vanessa Hanin, Stéphane Colognesi, Catherine Van Nieuwenhoven
págs. 287-317
Temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement
Chunjie Zhu, Detlef Urhahne
págs. 319-337
Kathrin Thums, Cordula Artelt, Ilka Wolter
págs. 339-357
Homework goal orientation, interest, and achievement: Testing models of reciprocal effects
Jianzhong Xu
págs. 359-378
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Annegien Langeloo, Mayra Mascareño Lara, Marjolein I. Deunk, Jennifer LoCasale Crouch, Jan-Willem Strijbos
págs. 379-404
Estíbaliz Aragón Mendizábal, Gamal Cerda Etchepare, Manuel Aguilar Villagrán, Carlos Mera Cantillo, José Ignacio Navarro Guzmán
págs. 405-422
Andrea Sabina Taverna, Migdalia I. Padilla, M. C Baiocchi, Olga Alicia Peralta de Mendoza
págs. 423-438
Perceived parental stress in face of kindergarten children’s academic setback: Roles of parents’ goals and education
Elaine Tang, Rebecca Wing-yi Cheng, Wing-kai Fung
págs. 439-451
Optimization: an attempt to establish empirical evidence for theoretical and practical purposes
Huy P. Phan, Bing Hiong Ngu
págs. 453-475
Cordelia Menz, Birgit Spinath, Eva Seifried
págs. 477-494
Student teachers’ perceptions and evidence of peer learning through co-teaching: Improving attitudes and willingness towards co-teaching
David Durán i Gisbert, Marta Flores Coll, Teresa Ribas Seix, Jesús Ribosa Martínez
págs. 495-510
The learning styles neuromyth: When the same term means different things to different teachers
Marietta Papadatou-Pastou, Anna K. Touloumakos, Christina Koutouveli, Alexia Barrable
págs. 511-531
Learning strategies and self-regulation in context: How higher education students approach different courses, assessments, and challenges
Daniel García-Pérez, Juan Fraile Ruiz, Ernesto Panadero
págs. 533-550
Franziska Maria Locher, Sarah Becker, Irene M. Schiefer, Maximilian Pfost
pág. 551