Relations among competence beliefs, utility value, achievement goals, and effort in mathematics
Roch Chouinard, Thierry Karsenti, Normand Roy
págs. 501-517
Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds
Saskia de Graaff, Ludo Verhoeven, Anna M. T. Bosman, Fred Hasselman
págs. 519-539
Learning and memory of factual content from narrative and expository text
Michael B. W. Wolfe,, Joseph A Mienko
págs. 541-564
The effects of adapting a writing course to students' writing strategies
Marleen Kieft, Gert Rijlaarsdam, David Galbraith, Huub van den Bergh
págs. 565-578
págs. 579-593
Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals
Angeliki Leondari, Eleftheria Gonida
págs. 595-611
The effects of selective schooling and self-concept on adolescents' academic aspiration: An examination of Dweck's self-theory
Anni Ahmavaara, Diane Houston
págs. 613-632
Lisa M. Rivard, Cheryl A Missiuna, Steven Hanna, Laurie Wishart
págs. 633-648
Teacher responses to bullying in relation to moral orientation and seriousness of bullying
Alicia A. Ellis, Rosalyn Shute
págs. 649-663
Developing identities and attitudes in musicians and classroom music teachers
David J. Hargreaves, Ross M. Purves, Graham Welch, Nigel A. Marshall
págs. 665-682
Comparing dichotomous and trichotomous approaches to achievement goal theory: An example using motivational regulations as outcome variables
Vassilis Barkoukis, Nikos Ntoumanis, Nikitas Nikitaras
págs. 683-702
Future time orientation predicts academic engagement among first-year university students
Louise Horstmanshof, Craig Zimitat
págs. 703-718
The revised learning process questionnaire: A validation of a Western model of students' study approaches to the South Pacific context using confirmatory factor analysis
Huy P. Phan, Bisun Deo
págs. 719-739