Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers Irene García-MoyaFiona BrooksCarmen Moreno OriginalPaper Open access 02 February 2019 Pages: 1 - 20
Linking academic performance to optimistic attributional style: attributions following positive events matter most Tamara GordeevaKennon SheldonOleg Sychev OriginalPaper 08 March 2019 Pages: 21 - 48
Parenting styles and academic achievement of early adolescent girls in Iran: mediating roles of parent involvement and self-regulated learning Malahat AmaniMorteza NazifiNadia Sorkhabi OriginalPaper 11 June 2019 Pages: 49 - 72
Effects of social and individual school self-concepts on school engagement during adolescence Olga BakadorovaRebecca LazaridesDiana Raufelder OriginalPaper 19 June 2019 Pages: 73 - 91
Academic self-concept formation: testing the internal/external frame of reference model, big-fish-little-pond model, and an integrated model at the end of primary school Lauren Kavanagh OriginalPaper 23 February 2019 Pages: 93 - 109
Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial Kirsten HoogendijkJudith G. HollandDolf van Veen OriginalPaper 07 March 2019 Pages: 111 - 135
Improving children’s textual competence in kindergarten through genre awareness Giuliana PintoChristian TarchiLucia Bigozzi OriginalPaper 23 May 2019 Pages: 137 - 154
“When I’m drawing, I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task Tessa de LeurCarla van BoxtelArie Wilschut OriginalPaper Open access 19 June 2019 Pages: 155 - 175
The teacher as an island? A mixed method study on the relationship between autonomy and collaboration Katrien VangriekenEva Kyndt OriginalPaper 17 May 2019 Pages: 177 - 204
Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning Sabine Schweder OriginalPaper 22 May 2019 Pages: 205 - 223
How does task switching affect arithmetic strategy use in children with low mathematics achievement? Evidence from computational estimation Hongxia LiXiaoteng HuaJiwei Si OriginalPaper 29 June 2019 Pages: 225 - 240
