Teacher personality and teacher effectiveness in secondary school: Personality predicts teacher support and student self-efficacy but not academic achievement
págs. 309-323
Trajectories of the expression of negative emotion from kindergarten to first grade
Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente Barroso, Marilyn S. Thompson, Tracy L. Spinrad, Kevin J. Grimm, Sarah K. VanSchyndel, Rebecca H. Berger, Kassondra M. Silva, Armando A. Pina, Jody Southworth, Diana E. Gal
págs. 324-337
Early temperament and middle school engagement: School social relationships as mediating processes
Eric S. Buhs, Natalie A. Koziol, Kathleen Moritz Rudasill, Lisa J. Crockett
págs. 338-354
Openness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations
págs. 355-377
More pain than gain: Effort–reward imbalance, burnout, and withdrawal intentions within a university student population
págs. 378-394
págs. 395-406
Underpinnings of expectancies of success in mathematics: An analysis of general, school-related, and domain-specific motivation antecedents
págs. 407-430
Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety
págs. 431-444
págs. 445-463
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