Acceso usuarios
Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators
Ladislao Salmerón González, Lidia Altamura, Pablo Delgado, Anastasia Karagiorgi, Cristina Vargas
págs. 153-172
Almaz Mesghina, Elayne Vollman, Kelly Trezise, Lindsey Engle Richland
págs. 173-194
Elena M. Silla, Christina Areizaga Barbieri, Kristie J. Newton
págs. 195-211
Early prediction of math difficulties with the use of a neural networks model
Maria Psyridou, Tuire Koponen, Asko Tolvanen, Kaisa Aunola, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Minna Torppa
págs. 212-232
Children’s understanding of scientific inquiry: The role of instructional support and comparison making
Daniel Schmerse, Henning Dominke, Jana Mohr, Mirjam Steffensky
págs. 233-255
Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation
Elizabeth Oliver, Alexandre J.S. Morin, Isabelle Plante, Isabelle Archambault, Véronique Dupéré
págs. 256-277
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis
Julia M. Matthews, Michael Schneider, Franzis Preckel
págs. 278-296
A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept
Ricardo Böheim, Martin Daumiller, Tina Seidel
págs. 297-315
