Acceso usuarios
Teachers' legitimacy: Effects of justice perception and social comparison processes
Maria Gouveia-Pereira, Jorge Vala, Isabel Correia
págs. 1-15
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals
David W. Putwain, Wendy Symes, Hannah M. Wilkinson
págs. 16-31
The magic of magic: TheThe effect of magic tricks on subsequent engagement with lecture material.
Simon A. Moss, Melanie Irons, Martin Boland
págs. 32-42
Number sense in the transition from natural to rational numbers
Jo Van Hoof, Lieven Verschaffel, Wim Van Dooren
págs. 43-56
Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
Yining Zhang, Chin-Hsi Lin, Dongbo Zhang, Yunjeong Choi
págs. 57-74
Dynamic testing and test anxiety amongst gifted and average-ability children
Bart Vogelaar, Merel Bakker, Julian G. Elliott, Wilma C. M. Resing
págs. 75-89
Teachers' goal orientations: Effects on classroom goal structures and emotions
Hui Wang, Nathan C. Hall, Thomas Goetz, Anne C. Frenzel
págs. 90-107
What are standardized literacy and numeracy tests testing?: Evidence of the domain-general contributions to students' standardized educational test performance
Steven J. Howard, Stuart Woodcock, John Ehrich, Sahar Bokosmaty
págs. 108-122
Call for papers: Scaffolding in home learning interactions: Carer and child contributions
Nicola Yuill, Amanda Carr
págs. 123-123
Early high school engagement in students with attention/deficit hyperactivity disorder
Nardia Zendarski, Emma Sciberras, Fiona Mensah, H. Hiscock
págs. 127-145
Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis
Jeremy Oldfield, Neil Humphrey, Judith Hebron
págs. 146-169
Visuospatial training improves elementary students' mathematics performance
Tom Lowrie, Tracy Logan, Ajay Ramful
págs. 170-186
Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association
Anne F. Weidinger, Ricarda Steinmayr, Birgit Spinath
págs. 187-204
Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?
Anke Heyder, Ursula Kessels, Ricarda Steinmayr
págs. 205-223
Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction
Frédéric Guay, Amélie Roy, Pierre Valois
págs. 224-240
Parent-child learning interactions: A review of the literature on scaffolding
Roni Mermelshtine
págs. 241-254
Can schools reduce bullying?: The relationship between school characteristics and the prevalence of bullying behaviours
Daniel Muijs
págs. 255-272
Diagrams benefit symbolic problem-solving
Junyi Chu, Bethany Rittle-Johnson, Emily R. Fyfe
págs. 273-287
Diana Smart, George J. Youssef, Ann Sanson, Margot Prior, John W. Toumbourou, Craig A. Olsson
págs. 288-308
Math anxiety and its relationship with basic arithmetic skills among primary school children.
Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, Mikko Aro
págs. 309-327
Qi Huang, Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song
págs. 328-344
The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether
Sanne Van Craeyevelt, Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, Hilde Colpin
págs. 345-364
Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment
Alexandria Crampton, James Hall
págs. 365-382
Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Construct validity of the Wechsler Intelligence Scale for Children - FourthWechsler and Cattell-Horn-Carroll model comparisons with 15 subtests
Gary L. Canivez, Marley W. Watkins, Rebecca Good, Kate James, Trevor James
págs. 383-407
págs. 408-421
Scott A. Chamberlin, Alan D. Moore, Kelly Parks
págs. 422-437
George K. Georgiou, Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi
págs. 438-455
Individual, social, and family factors associated with high school dropout among low- SES youth: Differential effects as a function of immigrant status
Isabelle Archambault, Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie McAndrew
págs. 456-477
Self-concept mediates the relation between achievement and emotions in mathematics
Jojanneke P. J. Van der Beek, Sanne H. G. Van der Ven, Evelyn H. Kroesbergen, Paul P. M. Leseman
págs. 478-495
An investigation of the mechanism underlying teacher aggression: Testing I3 theory and the General Aggression Model
Paul Montuoro, Tim Mainhard
págs. 497-517
