1. My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

   • Krista De Castella
   • Donald Byrne

   OriginalPaper 13 February 2015 Pages: 245 - 267

   

2. Using implicit measures to highlight science teachers’ implicit theories of intelligence

   • Nicolas Mascret
   • Peggy Roussel
   • François Cury

   OriginalPaper 10 March 2015 Pages: 269 - 280

3. Improving early reading skills for beginning readers using an online programme as supplementary instruction

   • Emily Jehanne Tyler
   • John Carl Hughes
   • Richard Patrick Hastings

   OriginalPaper 14 January 2015 Pages: 281 - 294

   

4. Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs

   • Lars Behrmann
   • Elmar Souvignier

   OriginalPaper 08 January 2015 Pages: 295 - 312

   

5. Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school

   • Cirila Peklaj
   • Anja Podlesek
   • Sonja Pečjak

   OriginalPaper 28 December 2014 Pages: 313 - 330

   

6. Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts

   • Ana Remesal
   • Gavin T. L. Brown

   OriginalPaper 19 December 2014 Pages: 331 - 347

   

7. Cognitive functioning in children with learning problems

   • Christina Schwenck
   • Friederike Dummert
   • Wolfgang Schneider

   OriginalPaper 16 January 2015 Pages: 349 - 367

8. “Probably true” says the expert: how two types of lexical hedges influence students’ evaluation of scientificness

   • Monja Thiebach
   • Elisabeth Mayweg-Paus
   • Regina Jucks

   OriginalPaper 16 January 2015 Pages: 369 - 384