|
Resonance as an educational response to alienation and acceleration in contemporary society
|
Seung-hwan Shim
|
p. 567-579
|
|
|
|
|
|
Community development through university social responsibility : precursors and outcomes
|
Muhammad Asrar-ul-Haq, Zainab Raza, Muhammad Waheed Akhtar
|
p. 581-591
|
|
|
|
|
|
`Walking between the lines’ : research evaluation in China beyond COVID-19
|
Shuangmiao Han, Jing Xie
|
p. 593-608
|
|
|
|
|
|
Association between psychological need satisfaction and online self-regulated learning
|
Achmad Hidayatullah, Csaba Csíkos
|
p. 609-619
|
|
|
|
|
|
Asian international graduate students’ experiences with their advisors in Korean higher education
|
Heeyoung Lee, Jae-Eun Jon, Eunyoung Kim
|
p. 621-633
|
|
|
|
|
|
STEM students’ self-perceptions of graduate employability : a gender, region, and gender-regional analysis in China
|
Yin Ma, William E. Donald, Ying Wang
|
p. 635-653
|
|
|
|
|
|
(The) effect of learning computational thinking skills through educational board games on students’ cognitive styles, cognitive behaviors, and learning effectiveness
|
Sheng-Yi Wu, Yu-Sheng Su
|
p. 655-668
|
|
|
|
|
|
Examining student, parent, and school factors predicting science achievement using a multilevel approach : the case of Hong Kong from the Program for International Student Assessment 2015
|
Benjamin Yuet Man Li, Yejun Bae, Yi-Jhen Wu, Chia-Wen Chen, Yi-Jung Wu
|
p. 669-686
|
|
|
|
|
|
Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities
|
Tulay Senel Coruhlu, Muammer Calik, Sibel Er Nas, Salih Cepni, Cevriye Ergul, Seyma Kurt Almalı
|
p. 687-702
|
|
|
|
|
|
Longitudinal reciprocal relationships among mastery goals, autonomous motivation, and motivation instability
|
Takatoyo Umemoto, Tsutomu Inagaki
|
p. 703-715
|
|
|
|
|
|
Key antecedents of maximal levels of aspiration and minimal boundary goals : a structural equation modeling analysis
|
Flaviu A. Hodis, Georgeta M. Hodis
|
p. 717-731
|
|
|
|
|
|
Effects of learners’ course network characteristics on continuous online learning : moderation roles of social learning and social exposure
|
Shanshan Shang, Tianyun Yi, Wenfei Lyv
|
p. 733-748
|
|
|
|
|
|
Three paradigms of inquiry into self-regulated learning (SRL) : a critical analysis and ways to transformative and integrated practices
|
Qingyao Dan, Hongbiao Yin, Barry Bai
|
p. 749-761
|
|
|
|
|
|
But yet included : effects of classmates with special needs on elementary school students’ civic-mindedness
|
Hoyong Jung
|
p. 763-779
|
|
|
|
|
|
“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring
|
Bich-Phuong Thi Nguyen, Hang Minh Le, Bich-Hang Duong
|
p. 781-794
|
|
|
|
|
|
(A) qualitative examination into the school-related factors affecting teachers’ motivating styles
|
Woon Chia Liu, Leng Chee Kong, Chee Keng John Wang, Ying Hwa Kee, Betsy Ng, Karen Lam, Johnmarshall Reeve
|
p. 795-810
|
|
|
|
|
|
Unveiling identities : exploring emotional self-expression and bilingualism through digital storytelling in teacher education
|
Deoksoon Kim, Yoonmi Kang, Katrina Borowiec
|
p. 811-826
|
|
|
|
|
|
(The) role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan
|
Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva
|
p. 827-838
|
|
|
|
|
|
Exploring the relationship between sustainability and human rights : ecological transition education and its relevance to students’ human rights in South Korean education
|
Soonjung Kwon, Hayoung Kang
|
p. 839-850
|
|
|
|
|
대표어
한국학술지인용색인(NRF)
