Frontline Learning Research

Frontline Learning Research publishes articles with new ideas, methodologies or discoveries that might be risky but have potential to open up new avenues in the field of learning and instruction

Vol 3, No 1 (2015): Frontline Learning Research

Table of Contents


Exploring the antecedents of learning-related emotions and their relations with achievement outcomes PDF HTML
Alexandra Corina Niculescu, Dirk Tempelaar, Amber Dailey-Hebert, Mien Segers, Wim Gijselaers 1-17
Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study PDF HTML
Maria Bempeni, Xenia Vamvakoussi 18-35
Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study PDF HTML
Helen C. Reed, Paul A. Kirschner, Jelle Jolles 36-54
When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management PDF HTML
Johanna Seiz, Thamar Voss, Mareike Kunter 55-77
Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation PDF HTML
Tuike Iiskala, Simone Volet, Erno Lehtinen, Marja Vauras 78-111



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Frontline Learning Research - An official journal of EARLI, European Association for Research on Learning and Instruction -