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Vol. 3 No. 1 (2015): Frontline Learning Research
Published:
2015-03-24
Articles
Exploring the antecedents of learning-related emotions and their relations with achievement outcomes
Alexandra Corina Niculescu, Dirk Tempelaar, Amber Dailey-Hebert, Mien Segers, Wim Gijselaers
1-17
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Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study
Maria Bempeni, Xenia Vamvakoussi
18-35
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Self-beliefs mediate math performance between primary and lower secondary school: A large-scale longitudinal cohort study
Helen C. Reed, Paul A. Kirschner, Jelle Jolles
36-54
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When Knowing is Not Enough – the Relevance of Teachers’ Cognitive and Emotional Resources for Classroom Management
Johanna Seiz, Thamar Voss, Mareike Kunter
55-77
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Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation
Tuike Iiskala, Simone Volet, Erno Lehtinen, Marja Vauras
78-111
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