Emotional support, social goals, and classroom behavior: A multilevel, multisite study
Kathryn R. Wentzel, Katherine Muenks, Daniel McNeish, Shannon Russell
págs. 611-627
Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment
Anne C. Frenzel, Betty Becker Kurz, Reinhard Pekrun, Thomas Goetz, Oliver Lüdtke
págs. 628-639
Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills.
Saskia Rietdijk, Daphne van Weijen, Tanja Janssen, Huub van den Bergh, Gert Rijlaarsdam
págs. 640-663
págs. 664-682
A latent growth moderated mediation model of math achievement and postsecondary attainment: Focusing on context-invariant predictors.
págs. 683-708
Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?
Richard Göllner, Wolfgang Wagner, Jacquelynne S. Eccles, Ulrich Trautwein
págs. 709-725
págs. 726-746
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