Construct validity of the Wechsler Intelligence Scale For Children – Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests
págs. 195-224
A classroom intervention to improve executive functions in late primary school children: Too 'old' for improvements?
Valentin Benzing, Mirko Schmidt, Katja Jäger, Fabienne Egger, Achim Conzelmann, Claudia M. Roebers
págs. 225-238
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Barbara Schober, Christiane Spiel
págs. 239-258
The longitudinal effects of induction on beginning teachers' stress
Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen
págs. 259-287
Marisol Fernández Cueli, Débora Areces Martínez, Trinidad García Fernández, Celestino Rodríguez Pérez, Guillermo Vallejo Seco, Paloma González Castro
págs. 288-306
págs. 307-323
págs. 324-342
Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective
págs. 343-358
págs. 359-373
Teacher–student interaction and lower secondary school students' situational engagement
Sanni Pöysä, Kati Vasalampi, Joona Muotka, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari-Erik Nurmi
págs. 374-392
Relationship between parent involvement and academic achievement through metacognitive strategies: a multiple multilevel mediation analysis
Alejandro Veas Iniesta, Juan Luis Castejón Costa, Pablo Miñano Pérez, Raquel Gilar Corbí
págs. 393-411
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