Acceso usuarios
Birte Arendt, Ines Bose, Kati Hannken Illjes
págs. 1667-1671
Participation practices in mother-child interactions: longitudinal case studies
Stefan Pfänder, Elke Schumann, Philipp Freyburger, Heike Behrens, Anna Buchheim
págs. 1673-1697
With me it is exactly the same: second stories and their argumentative function in child talk
Joanna Wala, Kati Hannken Illjes, Ines Bose, Stephanie Kurtenbach
págs. 1699-1718
Repetitions as a participation practice in children’s argumentative peer interactions
Birte Arendt, Sara Zadunaisky Ehrlich
págs. 1719-1738
Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions
Judith Kreuz, Martin Luginbühl
págs. 1739-1757
págs. 1759-1781
págs. 1783-1816
Problem-solving support and instructional sequence: impact on cognitive load and student performance
Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange
págs. 1817-1840
The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings
Christian Tarchi, Lidia Casado Ledesma, Giulia Sanna, Margherita Conti
págs. 1841-1864
Andrés Rubio, Juan Carlos Oyanedel Sepúlveda, Ferrán Viñas Poch, Javier O. Torres Vallejos, Cristian Céspedes Carreño, Danae Pedraza, Rami Benbenishty
págs. 1865-1886
Factors influencing ethnic minority students' helping behavior in cyberbullying: perceived severity of cyberbullying from various perspectives, the online disinhibition effect, and parental online discipline style
Chiao Ling Huang, Yilihamu Alimu, Shu Ching Yang
págs. 1889-1911
Toward academic satisfaction and performance: the role of students’ achievement emotions
Muhammad Zahid Iqbal, Tamania Khan, Malik Ikramullah
págs. 1913-1941
Does imagination enhance learning?: A systematic review and meta-analysis
Hajer Mguidich, Bachir Zoudji, Aïmen Khacharem
págs. 1943-1978
Academic achievement of children with autistic symptoms compared to typically developing children
Novika Purnama Sari, Maartje P. C. M. Luijk, Pauline W. Jansen, Peter Prinzie, Marinus H. van Ijzendoorn
págs. 1979-2003
Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope
Christopher K. Gadosey, Theresa Schnettler, Anne Scheunemann, Lisa Bäulke, Daniel O. Thies, Markus Dresel, Stefan Fries, Detlev Leutner, Joachim Wirth, Carola Grunschel
págs. 2005-2031
Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance
Xinqiao Liu, Yifan Zhang, Xiaojie Cao
págs. 2033-2055
Sinem Dinçol Özgür
págs. 2057-2082
Grade one single-digit addition strategies as predictors of grade four achievement in mathematics
Pernille Bødtker Sunde, Bert De Smedt, Lieven Verschaffel, Peter Sunde
págs. 2083-2103
Does social well-being predict academic resilience and achievement?: Analysis of Swedish PISA 2018 data
Deborah Elin Siebecke
págs. 2105-2128
Topic- and learning-related predictors of deep-level learning strategies
Eve Kikas, Gintautas Silinskas, Eliis Härma
págs. 2129-2153
Bridging group work and whole-class activities through responsive teaching in science education
Kenneth Silseth, Anniken Furberg
págs. 2155-2176
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Larissa Aust, Birgit Schütze, Jan Hochweber, Elmar Souvignier
págs. 2177-2200
The relation between proportional vocabulary and proportional reasoning abilities in young children
Karen De Keersmaeker, Elien Vanluydt, Patrick Onghena, Wim Van Dooren
págs. 2201-2221
Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study
Jenni Ruotsalainen, Eija Pakarinen, Anna Maija Poikkeus, Marja Kristiina Lerkkanen
págs. 2223-2244
A new form of academic misconduct: the relationship among individual factors, attitudes, experience, and intentions toward Internet plagiarism
Chiao Ling Huang, Chen Ling 凌晨, Shu Ching Yang
págs. 2245-2266
Implementation quality of cooperative learning and teacher beliefs—a mixed methods study
Katja Adl Amini, Vanessa A. Völlinger, Agnes Eckart
págs. 2267-2281
Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students
Xiantong Yang, Ru-de Liu, Yi Ding, Zien Ding, Yi Yang
págs. 2283-2301
Coping with expectation violations in education: the role of optimism bias and need for cognitive closure
Larissa Henss, Martin Pinquart
págs. 2303-2323
How do teachers appropriate and implement a newly introduced reading and spelling instructional method?: A qualitative investigation of barriers, levers, and recommendations
Virginie Leclercq, Stéphanie Bellocchi, Nathalie Blanc, Guillaume Broc
págs. 2325-2340
How is students’ well-being related to their class teacher’s professional agency in primary school?
Roosa Yli Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
págs. 2341-2361
