Sascha Schneider, Steve Nebel, Selina Meyer, Günter Daniel Rey
págs. 443-461
Learning and transfer effects of embodied simulations targeting crosscutting concepts in science
Robb Lindgren, Jason Morphew, Jina Sang, James Planey, José P. Mestre
págs. 462-481
Does triggering learners’ interest make them overconfident?
Corwin Senko, Andrew H. Perry, Melissa Greiser
págs. 482-497
Class composition, student achievement, and the role of the learning environment
Jeroen Lavrijsen, Jonas Dockx, Elke Struyf, Karine Verschueren
págs. 498-512
Chang Xu, Anne Lafay, Heather Douglas, Sabrina Di Lonardo Burr, Jo-Anne LeFevre, Helena P. Osana, Sheri-Lynn Skwarchuk, Judith Wylie, Victoria Simms, Erin A. Maloney
págs. 513-539
Caroline Byrd Hornburg, Brianna L. Devlin, Nicole M. McNeil
págs. 540-559
Christian Doabler, Ben Clarke, Derek B. Kosty, Marah Sutherland, Jessica Turtura, Allison R. Firestone, Georgia L. Kimmel, Patrick Brott, Tasia L. Brafford, Nancy J. Nelson, Keith Smolkowski, Kathleen Jungjohann
págs. 560-575
Why do students use strategies that hurt their chances of academic success?: A meta-analysis of antecedents of academic self-handicapping
Malte Schwinger, Maike Trautner, Nadine Pütz, Salome Fabianek, Gunnar Lemmer, Fani Lauermann, Linda Wirthwein
págs. 576-596
Grit and academic achievement: A comparative cross-cultural meta-analysis
Kelly Ka Lai Lam, Mingming Zhou
págs. 597-621
Baljinder Sahdra, Joseph Ciarrochi, Geetanjali Basarkod, Theresa Dicke, Jiesi Guo, Philip D. Parker, Herbert W. Marsh
págs. 622-636
Profiles of teachers’ striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement
Mikaël De Clercq, Helen M.G. Watt, Paul W. Richardson
págs. 637-655
The “big fish” from the teacher’s perspective: A closer look at reference group effects on teacher judgments.
Sebastian Bergold, Anne F. Weidinger, Ricarda Steinmayr
págs. 656-680