Acceso usuarios
Lateral reading on the open Internet: A district-wide field study in high school government classes
Sam Wineburg, Joel Breakstone, Sarah McGrew, Mark D. Smith, Teresa Ortega
págs. 893-909
Ian Thacker, Gale M. Sinatra
págs. 910-927
The benefits of successive relearning on multiple learning outcomes
Philip A. Higham, Bettina Zengel, Laura K. Bartlett, Julie A. Hadwin
págs. 928-944
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models
Fernando Núñez Regueiro, Jacques Juhel, Pascal Bressoux, Cécile Nurra
págs. 945-965
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation
Lena Keller, Franzis Preckel, Jacquelynne Eccles, Martin Brunner
págs. 966-991
Merel Bakker, Joke Torbeyns, Lieven Verschaffel, Bert De Smedt
págs. 992-1004
Wonjoon Hong, Matthew L. Bernacki
págs. 1005-1027
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes
Jeanette Zambrano, Alana A. U. Kennedy, Crystal Aguilera, Nicole Yates, Erika A. Patall
págs. 1028-1047
The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective
Jasmin Breitwieser, Garvin Brod
págs. 1048-1061
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter
Daria K. Benden, Fani Lauermann
págs. 1062-1085
Melis Muradoglu, Zachary Horne, Matthew D. Hammond, Sarah-Jane Leslie, Andrei Cimpian
págs. 1086-1100
Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries
Ronnel B. King, Ming Ming Chiu, Hongfei Du
págs. 1101-1120
Artur Pokropek, Gary N. Marks, Francesca Borgonovi
págs. 1121-1135
Cognition and writing development in early adolescent English learners
Anqi Peng, Michael J. Orosco, Hui Wang, H. Lee Swanson, Deborah K. Reed
págs. 1136-1155
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.
Mary-Claire Ball, Erin Curran, Fabrice Tanoh, Hermann Akpé, Shakhlo Nematova, Kaja K. Jasińska
págs. 1156-1177
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control
Alex M. Silver, Leanne Elliott, Melissa E. Libertus
págs. 1178-1191
Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement
Nicole R. Scalise, David J. Purpura
págs. 1192-1204
