Acceso usuarios
Jason M. Harley
, Byunghoon “Tony” Ahn, Clarissa Hin Hei Lau, Matthew Moreno
Xi Yao, Peipei Li, Yingyan Zhu, Xiaomin Li, Linyuan Deng, Yi Mou
Parental stress and children’s long-term vocabulary and decoding abilities: a contextual explanatory model
Joana Acha, Florencia Belén Barreto Zarza, Patricia Macía Guerrero, Enrique Arranz Freijo
Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis
Dora Petrović, Paula Pedić Duić, Tea Pavin Ivanec
Mareike Ehlert, Fien De Smedt, Hilde Van Keer, Elmar Souvignier
Children’s personal values and their behavior in the classroom in the early elementary school years: mapping longitudinal trajectories
Ricarda Scholz-Kuhn, Elena Makarova, Anat Bardi, Lukas F. Litzellachner, Maya Benish-Weisman, Anna K. Döring
Beyond narratives of decline versus success: retirement through the lens of a diary
Marcos José Bernal Marcos, Tania Zittoun, Alex Gillespie
Teacher expectations: associations with need supportive teaching and students’ need satisfaction
Iris Boer, Lisette Hornstra, Janneke van de Pol, Anouke W. E. A. Bakx
Kenneth I. Mavor, Ewan Bottomley, Brenda Marin, Lillian Smyth
Wei Hu, Longdong Wang, Honglin Zhu
The effect of metacognition and curiosity on elementary school student's physics performance and satisfaction with physics classes: considering gender as a factor
Tamara Jovanovic, Mariana Jaškov, Slađan Jelić, Ivana Mirović Vesna Bogdanović
Psychology training and its relationship with neuromyths
Raquel Balmaseda Serrano, Aarón Fernández del Olmo, Gregorio Segovia Camargo, Miguel Cruz Cortés, Francisco Mora Teruel
