My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement Krista De CastellaDonald Byrne OriginalPaper 13 February 2015 Pages: 245 - 267
Using implicit measures to highlight science teachers’ implicit theories of intelligence Nicolas MascretPeggy RousselFrançois Cury OriginalPaper 10 March 2015 Pages: 269 - 280
Improving early reading skills for beginning readers using an online programme as supplementary instruction Emily Jehanne TylerJohn Carl HughesRichard Patrick Hastings OriginalPaper 14 January 2015 Pages: 281 - 294
Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs Lars BehrmannElmar Souvignier OriginalPaper 08 January 2015 Pages: 295 - 312
Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school Cirila PeklajAnja PodlesekSonja Pečjak OriginalPaper 28 December 2014 Pages: 313 - 330
Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts Ana RemesalGavin T. L. Brown OriginalPaper 19 December 2014 Pages: 331 - 347
Cognitive functioning in children with learning problems Christina SchwenckFriederike DummertWolfgang Schneider OriginalPaper 16 January 2015 Pages: 349 - 367
“Probably true” says the expert: how two types of lexical hedges influence students’ evaluation of scientificness Monja ThiebachElisabeth Mayweg-PausRegina Jucks OriginalPaper 16 January 2015 Pages: 369 - 384