Effects of achievement differences for internal/external frame of reference model investigations:: A test of robustness of findings over diverse student samples
Isabelle Schmidt, Martin Brunner, Franzis Preckel
págs. 513-528
The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
Michael Becker, Nele McElvany
págs. 529-549
Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula Sormunen, Lieven Verschaffel
págs. 550-565
Gender differences in mathematics achievement in Beijing: A meta‐analysis
Meijuan Li, Yongmei Zhang, Hongyun Liu, Yi Hao
págs. 566-583
Instructor personality matters for student evaluations: Evidence from two subject areas at university
Lisa E. Kim, Carolyn MacCann
págs. 584-605
School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index
Claire Hughes, Sarah Foley, Naomi White, Rory T. Devine
págs. 606-627
Yingyi Liu, Huilin Sun, Dan Lin, Hong Li, Susanna S. Yeung, Terry T. Y. Wong
págs. 628-644
Diana M. Fraser
págs. 645-658
Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals
Mickaël Jury, Alisée Bruno, Céline Darnon
págs. 659-674
Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years
Alex Hodgkiss, Katie A. Gilligan, Andrew K. Tolmie, Michael S. C. Thomas, Emily K. Farran
págs. 675-697