Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy
págs. 681-700
págs. 701-715
Taking a free ride: How team learning affects social loafing
págs. 716-733
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies
págs. 734-751
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes
Andrew J. Martin, Emma C. Burns, Keiko C. P. Bostwick, Anaïd Flesken, Ian McCarthy
págs. 752-771
Does motivation predict changes in academic achievement beyond intelligence and personality?: A multitheoretical perspective
Jeroen Lavrijsen, Maarten Vansteenkiste, Michiel Boncquet, Karine Verschueren
págs. 772-790
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations
Cora Parrisius, Hanna Gaspard, Steffen Zitzmann, Ulrich Trautwein, Benjamin Nagengast
págs. 791-814
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment
Charles MacArthur, Zoi A. Traga Philippakos, Henry May, Jill Compello
págs. 815-832
App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial
Janne von Koss Torkildsen, Siri Steffensen Bratlie, Jarl Kleppe Kristensen, Jan-Eric Gustafsson, Solveig-Alma Lyster, Catherine E. Snow, Charles Hulme, Riikka-Maija Mononen, Kari-Anne B. Næss, Anita López Pedersen, Ona Bø Wie, Bente Eriksen Hagtvet
págs. 833-854
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities
Noam Siegelman, Jay G. Rueckl, Mark van den Bunt, Jan C. Frijters, Jason D. Zevin, Maureen W. Lovett, Mark S. Seidenberg, Kenneth R. Pugh, Robin D. Morris
págs. 855-869
Do Spanish-English bilingual children outperform monolingual English-speaking children on executive function tasks in early childhood?: A propensity score analysis.
J. Marc Goodrich, Natalie A. Koziol, HyeonJin Yoon, Sergio Leiva
págs. 870-892
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