Stereotype threat among students with disabilities: the importance of the evaluative context on their cognitive performance Caroline DesombreSouad AnegmarGérald Delelis OriginalPaper 11 January 2017 Pages: 201 - 214
Social inequality in education and the use of extramural support services: access and parental experiences in disadvantaged families Kathleen BodvinKarine VerschuerenElke Struyf OriginalPaper 01 June 2017 Pages: 215 - 233
Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families Riitta SikiöMartti SiekkinenJari-Erik Nurmi OriginalPaper 21 March 2017 Pages: 235 - 250
Erratum to: Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families Riitta SikiöMartti SiekkinenJari-Erik Nurmi Erratum 04 October 2017 Pages: 251 - 253
“Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education Tijs RotsaertErnesto PanaderoAnnelies Raes OriginalPaper 16 February 2017 Pages: 255 - 275
Handwriting, spelling, and narrative competence in the fictional stories of Italian primary-school children Emiddia LongobardiPietro SpataroEmiliano Pizzicannella OriginalPaper 06 March 2017 Pages: 277 - 293
Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention Claudia C. BrandenbergerGerda HagenauerTina Hascher OriginalPaper 27 June 2017 Pages: 295 - 317
Cross-domain effects of achievement goals: social costs and benefits Andrea Eugenia BarreraBeate Schuster OriginalPaper 01 May 2017 Pages: 319 - 336
Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context Reza KhanyMajid Amiri OriginalPaper 08 December 2016 Pages: 337 - 353
Does academic and social self-concept and motivation explain the effect of grading on students’ achievement? Alli Klapp OriginalPaper Open access 10 March 2017 Pages: 355 - 376
Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development Katharina KiemerAlexander GröschnerTina Seidel OriginalPaper 30 November 2016 Pages: 377 - 402
The successful test taker: exploring test-taking behavior profiles through cluster analysis Tova StenlundPer-Erik LyrénHanna Eklöf OriginalPaper Open access 07 April 2017 Pages: 403 - 417