Pressure points in reading comprehension: A quantile multiple regression analysis
págs. 451-464
págs. 465-476
The importance of additive reasoning in children’s mathematical achievement: A longitudinal study
págs. 477-508
págs. 509-519
págs. 520-531
A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems
págs. 532-545
Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status
Marloes M. H. G. Hendrickx, Tim Mainhard, Sophie Oudman, Henrike J. Boor-Klip, Mieke Brekelmans
págs. 546-558
Extending attribution theory: Considering students’ perceived control of the attribution process
págs. 559-573
Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes
págs. 574-598
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