Acceso usuarios
Alexandra List
págs. 1343-1376
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?
Birgit Heppt, Sofie Henschel, Ilonca Hardy, Katrin Gabler
págs. 1377-1401
A multi-informant study of school climate: student, parent, and teacher perceptions
Luisa Molinari, Valentina Grazia
págs. 1403-1423
Are there differences between first-grade children’s display of metacognition and self-regulation when engaged in a graphic production task and when later revising it?: The complementary roles of production and revision at the beginning of schooling
Ana Clara Ventura, Mariano Claudio Lazzeri
págs. 1425-1442
The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model
Yi-bo Geng, Bin Ying, Xu Wang, Jie Lin, Ming-yue Zhang, Yan ling Liu
págs. 1443-1460
Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children?: Importance of question format depending on the grade
Shiho Kashihara, Atsushi Fukada
págs. 1461-1479
Gender differences in mathematical achievement development: a family psychobiosocial model
Mei-Shiu Chiu
págs. 1481-1504
Differential instructional effectiveness: overcoming the challenge of learning to solve trigonometry problems that involved algebraic transformation skills
Ying-yi Hong, Huy P. Phan
págs. 1505-1525
The relationship between primary school children’s inhibition and the processing of rational numbers
Karen De Keersmaeker, Jo Van Hoof, Wim Van Dooren
págs. 1527-1549
How students’ perception of feedback influences self-regulated learning: the mediating role of self-efficacy and goal orientation
Jingwen He, Yue Liu, Tong Ran, Danhui Zhang
págs. 1551-1569
Nora Neuenhaus, Felix Benjamin Grobe, Cornelia Schoor, Cordula Artelt
págs. 1571-1591
págs. 1593-1618
Hanieh Shafiee Rad, Mahmood Hashemian
págs. 1619-1641
Effect of non-cognitive factors on academic achievement among students in Suzhou: evidence from OECD SSES data
Yang Liu, Ernest Afari, Myint Swe Khine
págs. 1643-1657
Institutional support, social support, and academic performance: mediating role of academic adaptation
Cherry Kyaw San, Hui Guo
págs. 1659-1675
Anneke C. Timmermans, Christine Merrell
págs. 1677-1705
Future preschool teachers’ mathematical questions during shared book reading
Emke Op ‘t Eynde, Fien Depaepe, Wim Van Den Noortgate, Lieven Verschaffel, Joke Torbeyns
págs. 1707-1727
Mikko Nykänen, Kaisa Törnroos, Jukka Vuori
págs. 1729-1747
Boredom in online activity during COVID-19 outbreak causing dysfunctional behaviors of adolescent students: phenomenological study to the creation of virtual reality classroom
Sovaritthon Chansaengsee
págs. 1749-1770
Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents
Tommaso Feraco, Nicole Casali, Chiara Meneghetti
págs. 1771-1789
Steffen Wild, Sebastian Rahn, Thomas Meyer
págs. 1791-1808
Correction to: The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts Correction Open access Published: 05 January 202
Björn Boman
págs. 1809-1809
Correction: Teaching and learning in a multilingual Europe: findings from a cross-European study
Julie E. Dockrell, T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H. B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova
págs. 1811-1813
