Acceso usuarios
Evidence-based interventions for reading and language difficulties: Creating a virtuous circle.
Margaret J. Snowling, Charles Hulme
págs. 1-23
Editorial for the special section on personality and academic achievement.
Kostantinos V. Petrides
págs. 24-26
Phillip L. Ackerman, Tomás Chamorro Premuzic, Adrian Furnham
págs. 27-40
The Eysenckian personality factors and their correlations with academic performance.
Arthur E. Poropat
págs. 41-58
Academic self-concept and academic achievement: Relations and causal ordering.
Herbert W. Marsh, Andrew J. Martin
págs. 59-77
Gian Vittorio Caprara, Michele Vecchione, Guido Alessandri, María Gerbino, Claudio Barbaranelli
págs. 78-96
An application of belief-importance theory in the domain of academic achievement.
Kostantinos V. Petrides, Norah Frederickson
págs. 97-111
Trait emotional intelligence influences on academic achievement and school behaviour.
Stella Mavroveli, María Josefa Sánchez Ruiz
págs. 112-134
Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning?
Céline Buchs, Ingrid Gilles, Marion Dutrévis, Fabrizio Butera
págs. 135-146
Hanna Mulder, Nicola J. Pitchford, Neil Marlow
págs. 147-160
Academic self-concept, learning motivation, and test anxiety of the underestimated student.
Detlef Urhahne, Sheng-Han Chao, Maria Luise Florineth, Silke Luttenberger, Manuela Paechter
págs. 161-177
