págs. 345-362
The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesis
Vincent O. Mancini, Daniela Rigoli, Lynne D. Roberts, Brody Heritage, Jan Patricia Piek
págs. 363-379
Revealing hidden talents: The development, use, and benefit of VESPARCH
págs. 380-395
págs. 396-409
Epistemic beliefs as predictors of epistemic emotions: extending a theoretical model
págs. 410-427
An online growth mindset intervention in a sample of rural adolescent girls
Jeni L. Burnette, Michelle V. Russell, Crystal L. Hoyt, Kasey Orvidas, Laura Widman
págs. 428-445
Measuring the impact of teaching approaches on achievement‐related emotions: The use of the Achievement Emotions Questionnaire
Rebecca Starkey Perret, Aurore Deledalle, Christine Jeoffrion, Charlotte Rowe
págs. 446-464
The influence of text cohesion and picture detail on young readers’ knowledge of science topics
Juliette C. Désiron, Erica de Vries, Anna N. Bartel, Nalini Varahamurti
págs. 465-479
Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings
págs. 480-498
Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies
págs. 499-512
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