Publikationen, an denen er mitarbeitet Pedro Rosário (25)

2024

  1. How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting

    Contemporary Educational Psychology, Vol. 76

2023

  1. Critical thinking predictors: the role of family-related and motivational variables

    Thinking Skills and Creativity, Vol. 49

  2. Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention

    International Journal of Inclusive Education, Vol. 27, Núm. 13, pp. 1373-1388

2022

  1. Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A Three-Level Experimental Study

    Frontiers in Psychology, Vol. 13

2021

  1. Combination rules for homoscedastic and heteroscedastic MANOVA models from multiply imputed datasets

    Behavior Research Methods, Vol. 53, Núm. 2, pp. 669-685

  2. Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables

    Reading and Writing, Vol. 34, Núm. 7, pp. 1681-1710

2020

  1. A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial

    Journal of Educational Research, Vol. 113, Núm. 6, pp. 462-474

  2. Engagement SPIRALS in elementary students: A school-based self-regulated learning approach

    Sustainability (Switzerland), Vol. 12, Núm. 9

2019

  1. Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study

    Metacognition and Learning, Vol. 14, Núm. 2, pp. 89-129

  2. Promoting school engagement in children with cerebral palsy: A narrative based program

    International Journal of Environmental Research and Public Health, Vol. 16, Núm. 19

  3. The impact of three types of writing intervention on students’ writing quality

    PLoS ONE, Vol. 14, Núm. 7

2018

  1. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality

    Contemporary Educational Psychology, Vol. 53, pp. 168-180

2017

  1. Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositions (Reading and Writing, (2017), 30, 5, (1009-1032), 10.1007/s11145-016-9710-4)

    Reading and Writing

  2. How do student prior achievement and homework behaviors relate to perceived parental involvement in homework?

    Frontiers in Psychology, Vol. 8, Núm. JUL

  3. Promoting Gypsy children's behavioural engagement and school success: Evidence from a four-wave longitudinal study

    British Educational Research Journal, Vol. 43, Núm. 3, pp. 554-571

  4. Writing week-journals to improve the writing quality of fourth-graders’ compositions

    Reading and Writing, Vol. 30, Núm. 5, pp. 1009-1032

2016

  1. Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning

    Contemporary Educational Psychology, Vol. 47, pp. 84-94

2015

  1. Does homework design matter? The role of homework's purpose in student mathematics achievement

    Contemporary Educational Psychology, Vol. 43, pp. 10-24

  2. Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students

    Metacognition and Learning, Vol. 10, Núm. 3, pp. 375-406

  3. Teachers' feedback on homework, homework-related behaviors, and academic achievement

    Journal of Educational Research, Vol. 108, Núm. 3, pp. 204-216