Reducing stereotype threat in urban schools Bethany D. MerillatDiane G. CorriganBrian E. Harper OriginalPaper 20 October 2017 Pages: 1 - 26
Cultural values as mediators between parenting styles and bullying behavior at school Stelios N. GeorgiouMyria IoannouPanayiotis Stavrinides OriginalPaper 16 November 2017 Pages: 27 - 50
An examination of social and psychological influences on academic learning: a focus on self-esteem, social relationships, and personal interest Huy P. PhanBing H. Ngu OriginalPaper 17 November 2017 Pages: 51 - 73
Personality, socio-economic status and education: factors that contribute to the degree of structure in homeschooling Oz GutermanAri Neuman OriginalPaper 17 October 2017 Pages: 75 - 90
Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task Giuliana PintoChristian TarchiLucia Bigozzi OriginalPaper 09 November 2017 Pages: 91 - 109
Advances in stereotype threat research on African Americans: continuing challenges to the validity of its role in the achievement gap Arthur L. Whaley ReviewPaper 05 December 2017 Pages: 111 - 137
Mainland Chinese students’ self-appraisals of their psychological dispositions at school Helen Askell-WilliamsGrace SkyrzypiecFei Cao OriginalPaper 17 October 2017 Pages: 139 - 156
Basic psychological needs and school engagement: a focus on justice and agency Luisa MolinariConsuelo Mameli OriginalPaper 16 October 2017 Pages: 157 - 172
Changes in syllabus tone affect warmth (but not competence) ratings of both male and female instructors Ashley Waggoner DentonJames Veloso OriginalPaper 16 October 2017 Pages: 173 - 187
Developing student social skills using restorative practices: a new framework called H.E.A.R.T Michelle KehoeHelen Bourke-TaylorDavid Broderick OriginalPaper 17 October 2017 Pages: 189 - 207
The relationship between teacher regard and college attendance expectations: socioeconomic and racial–ethnic disparities Nicolo P. Pinchak OriginalPaper 24 October 2017 Pages: 209 - 221
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students Haya Kaplan OriginalPaper 08 November 2017 Pages: 223 - 255