European journal of psychology of education
págs. 2363-2382
págs. 2383-2403
Using rhetorical devices to improve integration in writing based on multiple texts
Eunseo Lee, Alexandra List, Sofia Campos, Hye Yeon Lee, Hongcui Du
págs. 2405-2433
The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions
Emilie Elizabeth Caron, Allison Drody, Jonathan S. A. Carriere, Daniel Smilek
págs. 2435-2459
Statistics anxiety or statistics fear?: A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy
Renata A. Mendes, Natalie Loxton, Jaimee Stuart, Alexander W. O’Donnell, Matthew J. Stainer
págs. 2461-2480
Theoretical-methodological approaches and textbook design: analysis of arithmetic word problems in Spanish textbooks
Santiago Vicente Martín, María del Rosario Sánchez Fernández, Beatriz Sánchez-Barbero, María de las Mercedes Rodríguez Sánchez, Marta Ramos
págs. 2483-2508
págs. 2509-2529
Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?
Valentina Ronqui, Daniel Trías, Juan Antonio Huertas Martínez
págs. 2531-2550
págs. 2551-2574
Dynamics of teacher autonomy support in early adolescence: feedforward and feedback effects with students’ autonomy, competence, relatedness, and engagement
págs. 2575-2601
págs. 2603-2617
Dialogue on ethics and ethics of dialogue: an exploratory study
Noa Brandel, Baruch B. Schwarz, Talli Cedar, Michael Baker, Lucas Bietti, Gwen Pallarès, Francoise Détienne
págs. 2619-2654
págs. 2655-2679
págs. 2681-2699
How are children’s strategy selection and execution related to their executive functions?: A choice/no-choice study in multi-step arithmetic
Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel
págs. 2701-2717
págs. 2719-2738
The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender
José Antonio Matías García, Mercedes Cubero, Andrés Santamaría Santigosa
págs. 2739-2761
Students’ and teachers’ emotions in the classroom: an ecological dynamic systems perspective
págs. 2763-2781
Individualist-collectivist profiles in secondary school: an exploratory study of trait emotional intelligence and academic achievement
págs. 2783-2803
Online learning problems, academic worries, social interaction, and psychological well-being among secondary school students in Hong Kong during the COVID-19 pandemic: the socioeconomic and gender differences
Siu Ming Chan, Gary Ka Ki Chung, Yat Hang Chan, Thomas Sze Kit Lee, Ji Kang Chen, Hung Wong, Roger Yat Nork Chung, Yikang Chen, Esther Sui Chu Ho
págs. 2805-2826
Correlated change in habitual and situational reading motivation
Jan Retelsdorf, Nadine Cruz Neri, Jens Möller, Olaf Köller, Gabriel Nagy
págs. 2827-2847
Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
págs. 2849-2865
Teachers’ attitudes toward inclusive education for children with disabilities
Lise Lemoine, Thibault Bernier, Laurine Peter, Yvonnick Nöel, Maud Besançon
págs. 2867-2900
Fear of failure and academic satisfaction: the mediating role of emotion regulation difficulties and procrastination
págs. 2901-2914
págs. 2915-2934
págs. 2935-2951
Parents’ attitudes towards helping children learn math: how do they matter for early math competence?
Sum Kwing Cheung, Audrey Pui Lam Ho, Bertha H. C. Kum, Winnie Wai Lan Chan
págs. 2953-2968
págs. 2969-2989
The effect of images and attitudes towards curiosity on depression, anxiety, and fear of consequences of academic success in elementary students: the mediating role of critical thinking
págs. 2991-3010
The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators
págs. 3011-3028
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