Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review-Reference-Cited by-同舟云学术

Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

Published:2022-03-02 Issue:1 Volume:38 Page:83-107
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Barbier Katelijne^ORCID,Struyf Elke,Verschueren Karine,Donche Vincent

Funder

fonds wetenschappelijk onderzoek

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s10212-022-00606-z.pdf

Reference77 articles.

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3. Aubry, A., Gonthier, C., & Béatrice, B. (2021). Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychologica, 218, 103358. https://doi.org/10.1016/j.actpsy.2021.103358

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5. Barbier, K., Donche, V., & Verschueren, K. (2019). Academic (under)achievement of intellectually gifted students in the transition between primary and secondary education: An individual learner perspective. Frontiers in Psychology, 10(2533). https://doi.org/10.3389/fpsyg.2019.02533

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