Children's high-level writing skills: Development of planning and revising and their contribution to writing quality
Teresa Limpo, Rui Alexandre Alves, Raquel Fidalgo Redondo
págs. 177-193
Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory.
Barbara Carretti, Nadia Caldarola, Chiara Tencati, Cesare Cornoldi
págs. 194-210
Peter Bryant, Terezinha Nunes, Rossana Barros
págs. 211-225
The effect of pressure on high- and low-working-memory students: An elaboration of the choking under pressure hypothesis
Zuowei Wang, Priti Shah
págs. 226-238
A meta-analysis of adult-rated child personality and academic performance in primary education
Arthur E. Poropat
págs. 239-252
A person-centred analysis of teacher-child relationships in early childhood
Kathleen Hughes, Amanda Bullock, Robert J. Coplan
págs. 253-267
Adolescents' school-related self-concept mediates motor skills and psychosocial well-being
Helena Viholainen, Tuija Aro, Jarno Purtsi, Asko Tolvanen, Marja Cantell
págs. 268-280
Gerard J. Fogarty, Janet E. Davies, Carolyn MacCann, Richard D. Roberts
págs. 281-293
Romi Jong, Tim Mainhard, Jan Van Tartwijk, Ietje Veldman, Nico Verloop, Theo Wubbels
págs. 294-310
The influence of teachers' conceptions on their students' learning: The influence of teachers' conceptions on their students' learning: Children's understanding of sheet music.
Guadalupe López Íñiguez, Juan Ignacio Pozo Municio
págs. 311-328
Rakefet Ackerman, David Leiser
págs. 329-348