Acceso usuarios
Children’s first manifestations of cognitive control in the early years school: The importance of the educational situation and materiality
Iván Moreno Llanos, Laura A. Zapardiel, Cintia Rodríguez Garrido
págs. 903-922
Contrasting executive function development among primary school children from Hong Kong and Germany
Katharina Schirmbeck, Nirmala Rao, Rhoda Wang, Ben Richards, Stephanie W. Y. Chan, Claudia Maehler
págs. 923-943
Gina Bojorque, Neli Norma Gonzales Prado, Nore Wijns, Lieven Verschaffel, Joke Torbeyns
págs. 945-964
Lucia Bigozzi, Sara Pezzica, Chiara Malagoli
págs. 965-988
Socioeconomic disparities in the comprehension of lexical categories: A study with Spanish-speaking Argentinian toddlers
Celia Renata Rosemberg, Florencia Alam
págs. 989-1008
Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: A cross-national comparison study
Hao Wu, Gyöngyvér Molnár
págs. 1009-1032
The emergence of leadership in students’ group interaction in a school-based makerspace
Jasmiina Leskinen, Kristiina Kumpulainen, Anu Kajamaa, Antti Rajala
págs. 1033-1053
Scaffolding or simplifying: students’ perception of support in Swedish compulsory school
Alli Klapp, Anders Jonsson
págs. 1055-1074
Collaborative learning groups’ adoption of shared metacognitive regulation: Examining the impact of structuring versus reflection-provoking support and its relation with group performance
Liesje De Backer, Hilde Van Keer, Martin Valcke
págs. 1075-1094
The association of individual and contextual variables with bullying victimisation: A cross-national comparison between ireland and lithuania
Vasiliki Pitsia, Angela Mazzone
págs. 1095-1115
Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter?
Valentina Grazia, Consuelo Mameli, Luisa Molinari
págs. 1117-1134
Milla Räisänen, Liisa Postareff, Sari Lindblom-Ylänne
págs. 1135-1157
The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: An exploratory
Axinja Hachfeld, Rebecca Lazarides
págs. 1159-1179
Learning practices and development in yeshivas: Historical, social, and cultural perspectives
Baruch B. Schwarz, Zvi Bekerman
págs. 1181-1198
Performance-approach goals: The operationalization makes the difference
Linda Wirthwein, Ricarda Steinmayr
págs. 1199-1220
Nicolas Burel, Damien Tessier, Jody Langdon
págs. 1221-1241
William Peter Robinson: 1933–2021
Margarida Alves Martins, Anne-Nelly Perret-Clermont
págs. 1243-1245
