Acceso usuarios
Reading for university or for myself?: Effects of context and beliefs about science on college students’ document selection
Cornelia Schoor, Jean François Rouet, M. Anne Britt
págs. 317-345
Uncovering the timing and target: The unique longitudinal contribution of theory of mind to reading comprehension across elementary school
Haolan Wang, Ying Zhao, Hongjun Chen, Xinchun Wu, Peng Sun, Yi Zhao
págs. 346-362
Latent profiles as predictors of response to instruction for students with reading difficulties
Paulina A. Kulesz, Garrett J. Roberts, David J. Francis, Paul T. Cirino, Martin Walczak, Sharon Vaughn
págs. 363-376
Fraction arithmetic development: An examination of students’ patterns of growth and errors across the intermediate grades
Kelly-Ann Gesuelli, Nancy C. Jordan
págs. 377-395
Subtypes of mathematics disability: A new classification method based on cognitive diagnostic models and their cognitive–linguistic correlates
Xiangzi Ouyang, Xiao Zhang, Qiusi Zhang, Jimmy de la Torre, Shirong Min
págs. 396-410
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children
Ella James Brabham, Tim Jay, Francesco Sella
págs. 411-425
The need for relatedness in college engineering: A self-determination lens on academic help seeking
Hyejeong Oh, Helen Patrick, Jessica Kilday, Allison Ryan
págs. 426-447
The unique importance of motivation and mindsets for students’ learning behavior and achievement: An examination at the level of between-student differences and within-student fluctuations
Michiel Boncquet, Nele Flamant, Jeroen Lavrijsen, Maarten Vansteenkiste, Karine Verschueren, Bart Soenens
págs. 448-465
“Mindfulset”—harnessing or unleashing learning potential through mindfulness mindset
Gábor Orosz, Lilla Török, Zsofia K. Takacs, Kristopher M. Evans, Kata Sik, Kévin Rigaud, Éva Gál, Beáta Bothe
págs. 466-488
