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Result 1 to 10 of 10 total

The role of parental expectations and students’ motivational profiles for educational aspirations. (English)
Learn. Individ. Differ. 51, 29-36 (2016).
Classification: C23 C63
1
Child-centered versus teacher-directed teaching practices: associations with the development of academic skills in the first grade at school. (English)
Early Child. Res. Q. 36, 145-156 (2016).
Classification: D42 C32
2
Counting and rapid naming predict the fluency of arithmetic and reading skills. (English)
Contemp. Educ. Psychol. 44-45, 83-94 (2016).
Classification: F21 F22 F32 C51 C52 C31 C32
3
The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. (English)
Contemp. Educ. Psychol. 37, No. 4, 266-279 (2012).
Classification: C21 D41
4
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success. (English)
Learn. Instr. 21, No. 5, 664-675 (2011).
Classification: C61 C62 C41 C42
5
Predictors of mothers’ and fathers’ teaching of reading and mathematics during kindergarten and grade 1. (English)
Learn. Instr. 20, No. 1, 61-71 (2010).
Classification: C61 C62
6
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. (English)
Learn. Instr. 19, No. 4, 335-344 (2009).
Classification: C21 F31
7
Development dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. (English)
Br. J. Educ. Psychol. 76, No. 1, 21-40 (2006).
Classification: C32 C22 D32
8
The role of achievement beliefs and behaviours in spontaneous reading acquisition. (English)
Learn. Instr. 16, No. 6, 569-582 (2006).
Classification: C30
9
Task-motivation during the first school years: A person-oriented approach to longitudinal data. (English)
Learn. Instr. 15, No. 2, 103-122 (2005).
Classification: C22 C42
10
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Result 1 to 10 of 10 total

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