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Result 1 to 20 of 347 total

The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
1
The growth of mathematics and reading skills in segregated and diverse schools: an opportunity-propensity analysis of a national database. (English)
Contemp. Educ. Psychol. 46, 34-51 (2016).
Classification: C40 C30
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
Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. (English)
Contemp. Educ. Psychol. 44-45, 41-53 (2016).
Classification: C23 C33
4
Does homework design matter? The role of homework’s purpose in student mathematics achievement. (English)
Contemp. Educ. Psychol. 43, 10-24 (2015).
Classification: D33 D43 C33
5
Decreasing the SES math achievement gap: initial math proficiency and home learning environments. (English)
Contemp. Educ. Psychol. 43, 25-38 (2015).
Classification: C61 C31 C41
6
Pathways to arithmetic: the role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. (English)
Contemp. Educ. Psychol. 41, 188-197 (2015).
Classification: F31 F21 F91 C31 C41 C51
7
Student, teacher, and instructional characteristics related to students’ gains in flexibility. (English)
Contemp. Educ. Psychol. 41, 198-208 (2015).
Classification: D53 C43 H23 C49 C73
8
Salient sources of early adolescents’ self-efficacy in two domains. (English)
Contemp. Educ. Psychol. 42, 49-61 (2015).
Classification: C32 C33 C22 C23
9
Pygmalion effects in the classroom: teacher expectancy effects on students’ math achievement. (English)
Contemp. Educ. Psychol. 41, 1-12 (2015).
Classification: C29 C23 C33
10
The role of epistemic emotions in mathematics problem solving. (English)
Contemp. Educ. Psychol. 42, 172-185 (2015).
Classification: C23 D53
11
What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. (English)
Contemp. Educ. Psychol. 42, 129-140 (2015).
Classification: C23 C73
12
Supporting interest of middle school students in mathematics through context personalization and example choice. (English)
Contemp. Educ. Psychol. 42, 17-25 (2015).
Classification: C23 D53 D43
13
Adolescents’ help seeking in mathematics classrooms: relations between achievement and perceived classroom environmental influences over one school year. (English)
Contemp. Educ. Psychol. 41, 133-146 (2015).
Classification: C23 C24 C43 C44 C33 C34
14
Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. (English)
Contemp. Educ. Psychol. 41, 111-123 (2015).
Classification: C23 C43 C73
15
Parents’ math-gender stereotypes, children’s self-perception of ability, and children’s appraisal of parents’ evaluations in 6-year-olds. (English)
Contemp. Educ. Psychol. 42, 186-198 (2015).
Classification: C20 C42 C60
16
Girls’ and boys’ perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. (English)
Contemp. Educ. Psychol. 41, 51-61 (2015).
Classification: C20 C30 C40 C60
17
Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability. (English)
Contemp. Educ. Psychol. 40, 55-71 (2015).
Classification: U72 F32 C32
18
Learning from comparison in algebra. (English)
Contemp. Educ. Psychol. 40, 41-54 (2015).
Classification: H33 H23 D33
19
A teacher expectation intervention: modelling the practices of high expectation teachers. (English)
Contemp. Educ. Psychol. 40, 72-85 (2015).
Classification: C29 C33 C34
20
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Result 1 to 20 of 347 total

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