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  • Does the Effectiveness of a Reading Intervention Differ Dependent on Students' Spanish or English Proficiencies?
    阅读干预项目对学生英语或西班牙语水平的影响有所不同吗？

    Erin Hogan,Sharon Vaughn,Anna-Mari Fall et al.

    Learning and individual differences. 2024 Dec:116:102546. DOI:10.1016/j.lindif.2024.102546
  • Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining Differences Between Racially Marginalized and White Students in STEM
    绩效目标和固定思维模式解释了刻板印象威胁与学业成就之间关系吗？在STEM领域探究少数族裔学生与白人学生的差异

    Alexandra A Lee,Delaram A Totonchi,Stacy Priniski et al.

    Learning and individual differences. 2024 Oct:115:102525. DOI:10.1016/j.lindif.2024.102525
  • Cognitive Predictors of the Overlap of Reading and Math in Middle School

    Paul T Cirino,Cassidy Salentine,Abby Farrell et al.

    Learning and individual differences. 2024 Jan:109:102400. DOI:10.1016/j.lindif.2023.102400
  • Dweck's Social-Cognitive Model of Achievement Motivation in Science
    科学成就动机的社会认知模型——德威克理论

    You-Kyung Lee,Yuanyuan Yue,Tony Perez et al.

    Learning and individual differences. 2024 Feb:110:102410. DOI:10.1016/j.lindif.2024.102410
  • Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19
    坚毅、创伤后成长与疫情期间学生的生命满意度：纵向分析研究

    Nicole Casali,Tommaso Feraco,Chiara Meneghetti

    Learning and individual differences. 2023 Jul:105:102320. DOI:10.1016/j.lindif.2023.102320
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