Acceso usuarios
Subjective socioeconomic status predicts e-learning engagement in college students: the mediating role of perceived social support and self-efficacy
Xuebin Wang, Yanjun Wang, Yaxuan Ye
págs. 1119-1134
Manuel Bächtold, Jacqueline Papet, Dominique Barbe Asensio, Sandra Borne, Kévin De Checchi, Agnieszka Jeziorski, Gabriel Philippe, Florence Cassignol
págs. 1135-1158
Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach
Henna Vilppu, Eero Laakkonen, Anu Laine, Marko Lähteenmäki, Riitta-Leena Metsäpelto, Mirjamaija Mikkilä-Erdmann, Anu Warinowski
págs. 1161-1186
A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky
Deilin Elena Salas Marín, Antonia Larraín
págs. 1187-1203
The role of motivational beliefs in the self-regulated learning of mathematics: the reconceptualization of the expectancy-value framework
Daria Rovan, Ema Petričević, Nina Pavlin-Bernardić
págs. 1205-1227
Macarena Silva Trujillo, Kate Cain
págs. 1229-1259
Justine Stang Rabrig, Sebastian Vogel, Marco Forciniti, Nele McElvany
págs. 1261-1281
Effects of a homework implementation method (MITCA) on school engagement
Tania Vieites, Fátima María Díaz Freire, Susana Rodríguez Martínez, Carolina Rodríguez Llorente, Antonio Valle Arias
págs. 1283-1298
Katharina Hettinger, Rebecca Lazarides, Ulrich Schiefele
págs. 1299-1325
Parenting and teaching styles in relation to student characteristics and self-regulated learning
Urška Žerak, Mojca Jurisevic, Sonja Pecjak
págs. 1327-1351
Parent-child school-related interactions and helplessness in maths: the role of maths self-efficacy
Anna Hawrot, Ji Zhou
págs. 1353-1370
Competence symmetry in peer collaboration: A micro-sequential approach
Mariano Andrés Castellaro, Nadia Soledad Peralta, Juan Manuel Curcio
págs. 1371-1396
Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes
Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont
págs. 1397-1420
Impacts of home literacy environment on children’s English language learning as a second language
Catrina Cuina Liu, Kevin Kien Hoa Chung
págs. 1421-1439
Loukia David, Netta Weinstein
págs. 1441-1463
Can metacognitive accuracy be altered through prompting in biology text reading?
Stefanie Elsner, Jörg Großschedl
págs. 1465-1483
Oriana Incognito, Christian Tarchi
págs. 1485-1500
EJPE welcomes special sections
Valérie Tartas, Nathalie Muller Mirza, Cintia Rodríguez Garrido
págs. 1501-1503
Mathematics motivation in primary education: building blocks that matter
Jelena Radisic, Aleksander Baucal
págs. 1505-1512
Am I a math person?: Linking math identity with students’ motivation for mathematics and achievement
Jelena Radisic, Ksenija Krstić, Barbara Blažanin, Katarina Mićić, Aleksander Baucal, Francisco Peixoto, Stanislaw Schukajlow
págs. 1513-1536
When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect
Kajsa Yang Hansen, Cecilia Thorsen, Jelena Radisic, Francisco Peixoto, Anu Laine, Xun Liu
págs. 1537-1559
‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement
Francisco Peixoto, Lourdes Mata, Mafalda L. Campos, Teresa Caetano, Jelena Radisic, Markku Juhani Niemivirta
págs. 1561-1586
Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics?: Examining differences between boys and girls across six countries
Jelena Radisic, Nils Buchholtz, Kajsa Yang Hansen, Xin Liu, Hege Kaarstein
págs. 1587-1613
Eeva S H Haataja, Markku Juhani Niemivirta, Marja Eliisa Holm, Pia Ilomanni, Anu Laine
págs. 1615-1636
Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs
Äli Leijen, Aleksander Baucal, Kristi Pikk, Krista Uibu, Liisi Pajula, Maarja Sõrmus
págs. 1637-1659
págs. 1661-1666
