págs. 521-536
Reactive aggression and peer victimization from pre-kindergarten to first grade: Accounting for hyperactivity and teacher-child conflict
págs. 537-555
págs. 556-570
págs. 571-590
págs. 591-611
Between students' instrumental goals and how they learn: Goal content is the gap to mind
págs. 612-630
The contribution of general cognitive abilities and approximate number system to early mathematics
Maria Chiara Passolunghi, Elisa Cargnelutti, Massimiliano Pastore
págs. 631-649
Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals
Aikaterini Michou, Maarten Vansteenkiste, Athanasios A. Mouratidis, Willy Lens
págs. 650-666
Incremental validity of WISC- IVUK factor index scores with a referred Irish sample: Predicting performance on the WIAT- IIUK
Gary L. Canivez, Marley W. Watkins, Trevor James, Rebecca Good, Kate James
págs. 667-684
With great control comes great responsibility: The relationship between perceived academic control, student responsibility, and self-regulation
págs. 685-702
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