Demonstrating the effectiveness of two scaffolds for fostering students’ domain perspective reasoning Alexandra List OriginalPaper 11 November 2022 Pages: 1343 - 1376
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency? Birgit HepptSofie HenschelKatrin Gabler OriginalPaper Open access 03 December 2022 Pages: 1377 - 1401
A multi-informant study of school climate: student, parent, and teacher perceptions Luisa MolinariValentina Grazia OriginalPaper Open access 22 November 2022 Pages: 1403 - 1423
Are there differences between first-grade children’s display of metacognition and self-regulation when engaged in a graphic production task and when later revising it? The complementary roles of production and revision at the beginning of schooling Ana Clara VenturaMariano Claudio Lazzeri OriginalPaper 06 January 2023 Pages: 1425 - 1442
The relationship between parent–child communication and English academic engagement among middle school students: a moderated mediation model Yi-bo GengBin YingYan-ling Liu OriginalPaper 20 January 2023 Pages: 1443 - 1460
Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade Shiho KashiharaTatsushi Fukaya OriginalPaper Open access 22 December 2022 Pages: 1461 - 1479
Gender differences in mathematical achievement development: a family psychobiosocial model Mei-Shiu Chiu OriginalPaper 19 January 2023 Pages: 1481 - 1504
Differential instructional effectiveness: overcoming the challenge of learning to solve trigonometry problems that involved algebraic transformation skills Bing Hiong NguHuy P. Phan OriginalPaper Open access 21 January 2023 Pages: 1505 - 1525
The relationship between primary school children’s inhibition and the processing of rational numbers Karen De KeersmaekerJo Van HoofWim Van Dooren OriginalPaper 31 December 2022 Pages: 1527 - 1549
How students’ perception of feedback influences self-regulated learning: the mediating role of self-efficacy and goal orientation Jingwen HeYue LiuDanhui Zhang OriginalPaper 23 November 2022 Pages: 1551 - 1569
High-achieving ninth grade students’ self-reported strategy use and its relation to strategic reading behavior Nora NeuenhausFelix Benjamin GrobeCordula Artelt OriginalPaper Open access 01 December 2022 Pages: 1571 - 1591
Learning across media in a second language Christian TarchiLucia Mason OriginalPaper Open access 19 November 2022 Pages: 1593 - 1618
Role of hedonic and eudaimonic well-being in second language learners’ trait emotional intelligence and emotion regulation Hanieh Shafiee RadMahmood Hashemian OriginalPaper 28 November 2022 Pages: 1619 - 1641
Effect of non-cognitive factors on academic achievement among students in Suzhou: evidence from OECD SSES data Yang LiuErnest AfariMyint Swe Khine OriginalPaper 23 November 2022 Pages: 1643 - 1657
Institutional support, social support, and academic performance: mediating role of academic adaptation Cherry Kyaw SanHui Guo OriginalPaper 01 December 2022 Pages: 1659 - 1675
Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance Anneke C. TimmermansChristine M. Rubie-Davies OriginalPaper Open access 16 November 2022 Pages: 1677 - 1705
Future preschool teachers’ mathematical questions during shared book reading Emke Op ‘t EyndeFien DepaepeJoke Torbeyns OriginalPaper 03 December 2022 Pages: 1707 - 1727
Conceptual replication of an evidence-based peer learning programme to enhance career preparation — a cluster randomized controlled trial (RCT) Mikko NykänenKaisa TörnroosJukka Vuori OriginalPaper Open access 14 December 2022 Pages: 1729 - 1747
Boredom in online activity during COVID-19 outbreak causing dysfunctional behaviors of adolescent students: phenomenological study to the creation of virtual reality classroom Sovaritthon Chansaengsee OriginalPaper 06 January 2023 Pages: 1749 - 1770
Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents Tommaso FeracoNicole CasaliChiara Meneghetti OriginalPaper 16 December 2022 Pages: 1771 - 1789
The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program Steffen WildSebastian RahnThomas Meyer OriginalPaper Open access 04 January 2023 Pages: 1791 - 1808
Correction to: The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts Björn Boman Correction Open access 05 January 2023 Pages: 1809 - 1809
Correction: Teaching and learning in a multilingual Europe: findings from a cross-European study J. E. DockrellT. C. PapadopoulosN. Gerdzhikova Correction Open access 01 March 2023 Pages: 1811 - 1813
