Doing better (or worse) than one's parents: Social status, mobility, and performance-avoidance goals
School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index
An exploration of the application and implementation of growth mindset principles within a primary school
Gender differences in mathematics achievement in Beijing: A meta-analysis
Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading
Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies
The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings
The influence of text cohesion and picture detail on young readers’ knowledge of science topics
Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children
An online growth mindset intervention in a sample of rural adolescent girls
Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model
Family support and gains in school readiness: A longitudinal study
Revealing hidden talents: The development, use, and benefit of VESPARCH
Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction
The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesis
Scaffolding under the microscope: Applying self-regulation and other-regulation perspectives to a scaffolded task
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
The relation between cognitive and metacognitive strategic processing during a science simulation
Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use
Theorizing and researching levels of processing in self-regulated learning
Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
Regulating approaches to learning: Testing learning strategy convergences across a year at university
The role of speech prosody and text reading prosody in children's reading comprehension
Reactive aggression and peer victimization from pre-kindergarten to first grade: Accounting for hyperactivity and teacher–child conflict