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
Yuxuan Lian, Shamali Ahati, Jiarui Cai, Huan Zhang, Tour Liu, Jingwen Li
Assessing confidence reduces the benefits of response revisions in a general knowledge test
Marta Siedlecka, Piotr Litwin, Paulina Szyszka, Borysław Paulewicz
Two semiotic mechanisms that support the construction and development of professional teacher identity during a peer collaboration activity: an exploratory study of Chilean pre-service teachers
Jaime Fauré, Jorge Eduardo Chavez Rojas, Virginia Mujica, Pilar Diez Yensen
Gokhan Bas
Discourses we are ageing by: the role of personal responsibility and societal obstacles in successful ageing
Marina Videnovic, Aleksander Baucal
Fostering willingness to communicate in English: the role of personal responsibility and societal obstacles in successful ageing
Zhanyu Wang, Xiang Li, Zhaoyang Gao
From verbal complexity to student success: understanding the role of linguistic features in teachers’ oral classroom explanations
Catharina Tippe, Nadine Cruz Neri, Poldi Kuhl, Jan Retelsdorf
Training in creative focus group around intermediary object facilitation based on reflexivity
Valérie Saint-Dizier de Almeida, Yasmina Kebir, Alain Garrigou
Science epistemological beliefs, motivation, and performance: further evidence from the UK, Singapore, Hong Kong, and Mainland China
Feng Xiong, Youyan Nie, Ai Noi Lee, Gregory Arief Darmanegara Liem, Barry Bai
Personalizing text by using readers’ names – effects on reading comprehension and social agency
Maike Lindhaus, Mareike Ehlert, Stephan Dutke
Outcome focus up against process focus in academic engagement of distance education students
E. Helin Yaban, Robert Gaschler
Examining socially shared regulation of learning in medical training: the interplay of heart rate change points on regulatory interactions
Xiaoshan Huang, Andy Nguyen, Susanne P. Lajoie
Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills
Johannes Jud, Carmen Nadja Hirt, Tabea Daria Eberli, Amina Rosenthal, Yves Karlen
Rational thinking in university students: Examining temporal stability and effects on academic performance and student satisfaction
Johanna Grimm, Tobias Richter
Ina picks flowers, while Klaus rides a motorcycle: a quantitative text analysis of gender stereotypes in German standardized spelling tests
Nancy Tandler, Felix Peter, Johanna Rimpf, Teresa Wessels, René T. Proyer
Facilitators and barriers for inclusion of students with autism in mainstream secondary education: a mixed-method systematic review
Esther Höhle, Chris Kuiper, Hester Paulusma, Francis Collet, Kirstin Greaves Lord, Peter Prinzie
Middle school students’ self-efficacy and effort in social studies: mediating and moderating role of value attributed to social studies
İlhan İlter, Gökhan Izgar, Menşure Alkış Küçükaydın
The cognitive and environmental predictors of young children’s math abilities: executive function and proximal environment
Beyza Hamamcı, Hasibe Özlen Demircan, Yusuke Moriguchi
