This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, ...

Studies suggest that affluence poses a risk for adolescents, but this has rarely been studied outside the United States. We examined the unique and additive roles of family and school affluence for adolescent outcomes among ...

When children first enter school, they face simultaneous changes in their physical settings, social relationships, and learning expectations. The present study adds to the limited literature on children’s transitions from ...

This study investigated regional and gender differences in academic achievement in Ethiopia, and examined whether these differences can be explained in terms of unequal educational opportunities (EO). Educational opportunity ...

This study aims at evaluating the psychometric properties of the antisocial personality disorder (ASPD) criteria in a large sample of patients, most of whom had one or more personality disorders (PD). PD diagnoses were ...

Background: Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a ...

Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment ...

The paper presents the challenges of cross-country and cross-cultural research on the motivation to become a mathematics teacher based on data from the “Teacher Education and Development Study in Mathematics (TEDS-M)”. ...

The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content ...

Background On the basis of a ‘problem solving as an educational outcome’ point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the ...