Acceso usuarios
Examining ethnic/racial measurement invariance in fourth-grade executive function: a registered report of data from the Early Childhood Longitudinal Study—Kindergarten
Dana Miller-Cotto, Andrew Ribner, Sammy F. Ahmed, Alexa Ellis, Stanisław Czerwinski
págs. 1-11
Supporting Parents to Support Children: A U.K. Randomized Controlled Trial Testing a Text Message Intervention to Cultivate the Home Learning Environment
Fionnuala O'Reilly, Susanna Loeb, Alice Farrell, Gaia Scerif
págs. 12-34
Parents’ academic expectations and aspirations predict students’ achievement emotions
Michiko Sakaki, Kou Murayama, Anne C. Frenzel, Thomas Goetz, Herbert W. Marsh, Stephanie Lichtenfeld, Miriam Wünsch, Reinhard Pekrun
págs. 35-52
Teachers’ metamotivational knowledge about students’ achievement goals
Andrew J. Elliot, Özgür Bolat, Omer L. Antalyali, Karen M. Gilbert
págs. 53-69
Education as a natural experiment: The effect of schooling on early mathematical and reading abilities and their precursors.
Floor Vandecruys, Maaike Vandermosten, Bert De Smedt
págs. 70-82
Emotional and social impairments in primary school students with different attention-deficit/hyperactivity disorder presentations: A latent profile analysis
Jiaxi Li, Bryan Kwok Hin Hui, Que Zheng, Kathy Kar-man Shum
págs. 83-98
Andreas Hstmaelingen, Gunnar Bjørnebekk, Asgeir Røyrhus Olseth, Mari Anne Sørlie
págs. 99-117
Teacher coaching in upper secondary school: Examining the effects on teacher–student interaction and student engagement
Sigrun K. Ertesvåg, Grete S. Vaaland, Maren Stabel Tvedt, Tuomo Virtanen, Thormod Idsoe, Margarita Panayiotou, Maren S. Lerang, Randi M. Sølvik, Marja-Kristiina Lerkkanen
págs. 118-137
