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1
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
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School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes

Wang, Ming-Te ; Degol, Jessica L.

Educational psychology review, 2016-06, Vol.28 (2), p.315-352 [Periódico revisado por pares]

New York: Springer

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2
Process Account of Curiosity and Interest: A Reward-Learning Perspective
Process Account of Curiosity and Interest: A Reward-Learning Perspective
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Process Account of Curiosity and Interest: A Reward-Learning Perspective

Murayama, Kou ; FitzGibbon, Lily ; Sakaki, Michiko

Educational psychology review, 2019-12, Vol.31 (4), p.875-895 [Periódico revisado por pares]

New York: Springer

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3
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills
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Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills

Weiland, Christina ; Yoshikawa, Hirokazu

Child development, 2013-11, Vol.84 (6), p.2112-2130 [Periódico revisado por pares]

Malden, MA: Blackwell Publishing Ltd

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4
The Effect of Small Sample Size on Two-Level Model Estimates: A Review and Illustration
The Effect of Small Sample Size on Two-Level Model Estimates: A Review and Illustration
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The Effect of Small Sample Size on Two-Level Model Estimates: A Review and Illustration

McNeish, Daniel M. ; Stapleton, Laura M.

Educational psychology review, 2016-06, Vol.28 (2), p.295-314 [Periódico revisado por pares]

New York: Springer

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5
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance
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On the Goals of Epistemic Education: Promoting Apt Epistemic Performance

Barzilai, Sarit ; Chinn, Clark A.

The Journal of the learning sciences, 2018-07, Vol.27 (3), p.353-389 [Periódico revisado por pares]

Routledge

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6
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
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Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School

Wang, Ming-Te ; Eccles, Jacquelynne S.

Child development, 2012-05, Vol.83 (3), p.877-895 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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7
Scaffolding in Teacher—Student Interaction: A Decade of Research
Scaffolding in Teacher—Student Interaction: A Decade of Research
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Scaffolding in Teacher—Student Interaction: A Decade of Research

van de Pol, Janneke ; Volman, Monique ; Beishuizen, Jos

Educational psychology review, 2010-09, Vol.22 (3), p.271-296 [Periódico revisado por pares]

Boston: Springer

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8
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature
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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature

Morris, David B. ; Usher, Ellen L. ; Chen, Jason A.

Educational psychology review, 2017-12, Vol.29 (4), p.795-833 [Periódico revisado por pares]

New York: Springer

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9
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Dignath, Charlotte ; Veenman, Marcel V. J.

Educational psychology review, 2021-06, Vol.33 (2), p.489-533 [Periódico revisado por pares]

New York: Springer US

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10
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
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The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Makransky, Guido ; Petersen, Gustav B.

Educational psychology review, 2021-09, Vol.33 (3), p.937-958 [Periódico revisado por pares]

New York: Springer US

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