Acceso usuarios
A classroom station work on the Wadden Sea and its influence on the motivation and interest
Till Schmäing, Norbert Grotjohann
págs. 455-473
The social ecology of academic achievement: modeling social sources of protection
Jannessa L. Kitchin, Nancy J. Karlin
págs. 475-502
The relationships between perceived teacher autonomy support, academic self-efficacy and learning engagement among primary school students: A network analysis
Zixu Hu, Na Shan, Runkai Jiao
págs. 503-516
Mathematics achievement in the last year of primary school: Longitudinal relationship with general cognitive skills and prior mathematics knowledge
Florencia Stelzer, Santiago Vernucci, Yesica Aydmune, Macarena Verónica del Valle, María Laura Andrés, Isabel Introzzi
págs. 517-533
Learner identity in secondary post-compulsory education students from Areas in Need of Social Transformation: an example of resilience
Rosario Cubero Pérez, Mercedes Cubero, Jose Antonio Matias Garcia, Miguel Jesús Bascón Díaz
págs. 535-556
Regulating Response Speed Promotes Associative Learning
Cristina Casadevante, Miriam Romero, Tatiana Fernández Marcos, José Manuel Hernández López
págs. 557-576
The relationship between number line estimation and mathematical reasoning: a quantile regression approach
Carola Ruiz, Saskia Kohnen, Rebecca Bull
págs. 581-606
Stimulating early proportional reasoning: an intervention study in second graders
Elien Vanluydt, Laura Keyser, Lieven Verschaffel, Wim Van Dooren
págs. 607-628
Teens online: how perceived social support influences the use of the Internet during adolescence
Martina Benvenuti, Sabrina Panesi, Sara Giovagnoli, Patrizia Selleri, Elvis Mazzoni
págs. 629-650
Identity profiles, motivations for attending university and study-related burnout: differences between Finnish students in professional and non-professional fields
Rasmus Mannerström, Anne Haarala Muhonen, Anna Parpala, Telle Hailikari, Katariina Salmela-Aro
págs. 651-669
Understanding emotions in educational dialogues on civic and social issues: a psychotherapeutic approach
Efrat Firer, Benzi Slakmon, Baruch B. Schwarz
págs. 671-688
Educational experiences and needs of students in out-of-home care: a Delphi study
Emily Berger, Susan Baidawi, Levita D'Souza, Philip Mendes, Sarah Ruth Morris, Jenna Bollinger, Jade Purtell
págs. 689-710
A modeling approach to identify academically resilient students: evidence from PIRLS 2016
Stefan Johansson, Kajsa Yang Hansen, Cecilia Thorsen
págs. 711-730
How do parental attitudes influence children's learning interests through parental practices?: Evidence from literacy and numeracy perspectives
Xin Chen, Yinghe Chen, He Wang, Xiujie Yang
págs. 731-750
The loss outweighs the gain: teacher criticism as a moderator in the relations between pathological internet use, learning maladaptation, and academic performance
Shutao Wang, Demei Zhang
págs. 751-766
Mathematical problems in and out of school: The impact of considering mathematical operations and reality on real-life solutions
Andrea Wisenöcker, Sarah Binder, Manuel Holzer, Anna Valentic, Celina Wally, Cornelia S. Große
págs. 767-783
Vladislav Grozev, Matthew J. Easterbrook, Donna L. Jessup
págs. 785-812
Zeltia Martínez López, Valeria Estefanía Moran, María Emma Mayo Pais, Eva Villar, Carolina Tinajero Vacas
págs. 813-835
Contributions of psychological capital to the learning engagement of Chinese undergraduates in blended learning during the prolonged COVID-19 pandemic: the mediating role of learning burnout and the moderating role of academic buoyancy
Liping Fu, Yunfeng Qiu
págs. 837-860
Intelligence can grow in all dimensions: findings from an experiment in Latin America
Susana Claro, Macarena Santana, Tomás Ossandón, Sebastian Cea Echenique, Jose de Amesti, Daniela Santander Urrutia, Mauricio Huerta
págs. 861-883
Nadine Cruz Neri, Sascha Bernholt, Hendrik Härtig, Anke Schmitz, Jan Retelsdorf
págs. 885-905
Lea Nemeth, Frank Lipowsky
págs. 907-929
Interventions to reduce burnout in students: A systematic review and meta-analysis
Daniel J. Madigan, Lisa E. Kim, Hanna L. Glandorf
págs. 931-957
Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students
Celia Galve González, Ana Belén Bernardo Gutiérrez, Adrian Castro Lopez
págs. 959-978
How do native and non-native speakers recognize emotions in the instructor’s voice in educational videos?: Exploring the first step of the cognitive-affective model of e-learning for international learners
Nežka Sajinčič, Anna Sandak, Amy Simmons, Andreja Istenic Starcic
págs. 979-998
Do teachers use distinct motivational styles for cognitively gifted learners?: The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
Sabine Sypré, Joachim Waterschoot, Bart Soenens, Karine Verschueren, Maarten Vansteenkiste
págs. 999-1025
Academic atmosphere and graduate students’ innovation ability: the role of scientific research self-efficacy and scientific engagement
Xinqiang Han, Qian Xu, Junhu Xiao, Zhuoyu Liu
págs. 1027-1044
Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports
Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi
págs. 1045-1067
Instructor scaffolding for interaction and online student engagement among a sample of college students in the Philippines: the mediating role of self-regulation
Jose Ma Gopez, Beatriz Gopez
págs. 1069-1091
University students’ beliefs about science and their relationship with knowledge about science
Cornelia Schoor
págs. 1093-1117
