Acceso usuarios
Extending the reciprocal effects model of math self-concept and achievement: Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations
Herbert W. Marsh
págs. 193-211
Sex differences in developmental pathways to mathematical competence
David C. Geary, Mary K. Hoard, Lara Nugent, Zehra E. Ünal
págs. 212-228
The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study
Tianyu Li, Michaela Quintero, Michael Galvan, Sierra Shanafelt, Leslie M. Hasty, Derek P. Spangler, Ian M. Lyons, Michèle M.M. Mazzocco, James R. Brockmole, Sara A. Hart, Zhe Wang
págs. 229-240
Rethinking the role of “quality instruction” in predicting algebraic learning within an opportunity-propensity framework:: An exploratory cross-cultural study
Meixia Ding, James P. Byrnes, Xiaojuan Ke
págs. 241-266
Martina A. Rau, Joel P. Beier
págs. 267-289
Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices
Rebecca Lazarides, Ulrich Schiefele, Katharina Hettinger, Marthe C. Frommelt
págs. 290-308
Friederike Helm, Fabian Wolff, Jens Möller, Steffen Zitzmann, Herbert W. Marsh, Theresa Dicke
págs. 309-329
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning
Hunter Gehlbach, B. Mascio, Joseph McIntyre
págs. 330-348
The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviors
Bin Pan, Claire F. Garandeau, Tengfei Li, Linqin Ji, Christina Salmivalli, Wenxin Zhang
págs. 349-362
Lydia Laninga-Wijnen, Yvonne H. M. van den Berg, Claire F. Garandeau, Saskia Mulder, Bram Orobio de Castro
págs. 363-377
