Acceso usuarios
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition.
Young-Suk Grace Kim, Steve Graham
págs. 215-238
Is the literacy achievement of teenage boys poorer than that of teenage girls, or do estimates of gender gaps depend on the test?: A comparison of PISA and PIAAC
Francesca Borgonovi
págs. 239-256
Sharon Vaughn, Elizabeth A. Swanson, Anna-Mária Fall, Greg Roberts, Philip Capin, Elizabeth A. Stevens, Alicia A. Stewart
págs. 257-272
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes
Mercedes Spencer, Lynn S. Fuchs, David C. Geary, Douglas Fuchs
págs. 273-288
Relations among phonological processing skills and mathematics in children: A meta-analysis
Xiujie Yang, Mengge Yan, Yijun Ruan, Serena Yuk Yee Ku, Jason Chor Ming Lo, Peng Peng, Catherine McBride-Chang
págs. 289-307
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study
Myrto F. Mavilidi, Herbert W. Marsh, Kate M. Xu, Philip D. Parker, Pauline W. Jansen, Fred Paas
págs. 308-325
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits
Nicolas Hübner, Marion Spengler, Benjamin Nagengast, Lex Borghans, Trudie Schils, Ulrich Trautwein
págs. 326-345
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis
Lara Forsblom, Reinhard Pekrun, Kristina Loderer, Francisco Peixoto
págs. 346-367
Promoting an agentic orientation: An intervention in university psychology and physical science courses
Erika A. Patall, Jeanette Zambrano, Alana A. U. Kennedy, Nicole Yates, Joseph A. Vallín
págs. 368-392
Math anxiety, self-centeredness, and dispositional mindfulness
Amir David, Orly Rubinsten, Aviva Berkovich Ohana
págs. 393-407
Robert W. Roeser, Andrew J. Mashburn, Ellen A. Skinner, Jaiya R. Choles, Cynthia Taylor, Nicolette P. Rickert, Cristi Pinela, Jessica Robbeloth, Emily Saxton, Emily Weiss, Margaret Cullen, Jillayne Sorenson
págs. 408-425
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?
Theresa Dicke, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Herbert W. Marsh, Mark Deady, Samuel B. Harvey, Philip Riley
págs. 426-441
