Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1 Jean EcalleAnnie MagnanBruno Suchaut OriginalPaper 30 June 2021 Pages: 605 - 625
Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics Tatiana DieboldSonja Perren OriginalPaper Open access 29 April 2021 Pages: 627 - 648
Orchestrating children’s action: an in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting Marilena FatiganteLilia AnticiFrancesca Alby OriginalPaper Open access 21 May 2021 Pages: 649 - 679
Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers Paola BonifacciNicole TrambagioliValentina Tobia OriginalPaper Open access 05 June 2021 Pages: 681 - 705
Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity Jone SagastuiElena HerránM. Teresa Anguera OriginalPaper 19 May 2021 Pages: 707 - 728
Work-family conflict and facilitation among teachers in Israel and Switzerland Ina Ben-UriGiuseppe MelfiAntonio Bova OriginalPaper Open access 16 May 2021 Pages: 729 - 744
A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia? Tünde Kovács CerovićKatarina MićićSelena Vračar OriginalPaper 29 April 2021 Pages: 745 - 764
Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects Consuelo MameliValentina GraziaLuisa Molinari OriginalPaper Open access 07 May 2021 Pages: 765 - 784
Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective Italo TestaRaffaele De Luca PicioneUmberto Scotti di Uccio OriginalPaper Open access 27 May 2021 Pages: 785 - 806
Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation De Van VoBenő Csapó OriginalPaper 25 June 2021 Pages: 807 - 829
Correction to: Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation De Van VoBenő Csapó Correction 25 September 2021 Pages: 831 - 831
Cognitive engagement in self-regulated learning: an integrative model Shan LiSusanne P. Lajoie OriginalPaper 08 June 2021 Pages: 833 - 852
Student dropout at university: a phase-orientated view on quitting studies and changing majors Lisa BäulkeCarola GrunschelMarkus Dresel OriginalPaper Open access 11 May 2021 Pages: 853 - 876
The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development Ward NouwenNoel ClycqVincent Donche OriginalPaper 14 May 2021 Pages: 877 - 900
Correction to: The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development Ward NouwenNoel ClycqVincent Donche Correction 02 February 2022 Pages: 901 - 902
School bullying and students’ sense of safety in school: the moderating role of school climate Michal Goldberg ZachariaYaacov B. Yablon OriginalPaper 23 June 2021 Pages: 903 - 919
The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach Basilie ChevrierLyda Lannegrand OriginalPaper 06 July 2021 Pages: 921 - 947
Achievement of first-year students at the university: a multilevel analysis of the role of background diversity and student engagement Laurent LardyPr Pascal BressouxMikael De Clercq OriginalPaper 06 July 2021 Pages: 949 - 969
Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: a longitudinal study Min AnXiao ZhangLingyue Kong OriginalPaper 17 July 2021 Pages: 971 - 988
Correction to: Primary school students’ perceived social support in relation to study engagement Pihla RautanenTiina SoiniKirsi Pyhältö Correction Open access 16 March 2022 Pages: 989 - 992