Published: 2015-03-24

Articles

Exploring the antecedents of learning-related emotions and their relations with achievement outcomes

Alexandra Corina Niculescu, Dirk Tempelaar, Amber Dailey-Hebert, Mien Segers, Wim Gijselaers

1-17

PDF HTML

Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study

Maria Bempeni, Xenia Vamvakoussi

18-35

PDF HTML

Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study

Helen C. Reed, Paul A. Kirschner, Jelle Jolles

36-54

PDF HTML

When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management

Johanna Seiz, Thamar Voss, Mareike Kunter

55-77

PDF HTML

Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation

Tuike Iiskala, Simone Volet, Erno Lehtinen, Marja Vauras

78-111

PDF HTML