School alienation and student well-being: a cross-lagged longitudinal analysis Julia MorinajTina Hascher OriginalPaper 03 May 2018 Pages: 273 - 294
Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11 T. Mikael WinbergAnders HofverbergMaria Lindfors OriginalPaper Open access 16 June 2018 Pages: 295 - 315
Mastery motivation, parenting, and school achievement among Hungarian adolescents Krisztián JózsaNoémi KisKaren Caplovitz Barrett OriginalPaper 09 July 2018 Pages: 317 - 339
An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance David W. Putwain OriginalPaper Open access 02 May 2018 Pages: 341 - 358
Child-perceived teacher emotional support, its relations with teaching practices, and task persistence Eve KikasXin Tang OriginalPaper 01 July 2018 Pages: 359 - 374
The impact of instruction and student characteristics on the development of students’ ability to read texts with instructional pictures Britta OerkeNele McElvanyMark Ullrich OriginalPaper 30 April 2018 Pages: 375 - 395
Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school Ashenafi Kassahun EdossaNora NeuenhausWolfgang Schneider OriginalPaper 30 June 2018 Pages: 397 - 416
Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia Gabrijela AleksićChristine MerrellJasmina Klemenović OriginalPaper 30 May 2018 Pages: 417 - 438
Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade Jean-Paul FischerEmmanuel SanderJean-François Richard OriginalPaper 17 May 2018 Pages: 439 - 456
Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education? Eva KyndtVincent DonchePeter Van Petegem OriginalPaper 23 May 2018 Pages: 457 - 478
Systemizing and the gender gap: examining academic achievement and perseverance in STEM Tomas JungertKyle HubbardSteven Rosenfield OriginalPaper Open access 07 June 2018 Pages: 479 - 500