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Gila Amitay & Thomas Gumpel. (2015) Academic self-efficacy as a resilience factor among adjudicated girls. International Journal of Adolescence and Youth 20:2, pages 202-227.
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Solveig Holen, Trine Waaktaar, Arne Lervåg & Mette Ystgaard. (2013) Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?. Scandinavian Journal of Educational Research 57:4, pages 420-444.
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Tuija Aro, Anna-Maija Poikkeus, Kenneth Eklund, Asko Tolvanen, Marja-Leena Laakso, Helena Viholainen, Heikki Lyytinen, Jari-Erik Nurmi & Timo Ahonen. (2009) Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes. Journal of Clinical Child & Adolescent Psychology 38:6, pages 883-898.
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Articles from other publishers (19)
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Roberta Bettoni, Mirta Vernice, Marta Tironi, Elisabetta Lombardi, Ilaria Offredi, Marisa Giorgetti, Maria Luisa Lorusso, Daniela Sarti & Daniela Traficante. (2023) Learning and Well-Being in Multilingual Adolescents with Italian as L2: A Comparison with Monolingual Peers with and without a Learning Disorder. Sustainability 15:5, pages 4381.
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Elisabetta Lombardi, Daniela Traficante, Roberta Bettoni, Ilaria Offredi, Mirta Vernice & Daniela Sarti. (2021) Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behavioral Sciences 11:7, pages 103.
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Laura Lübke, Martin Pinquart & Malte Schwinger. (2021) The Role of Flexibility in the Realization of Inclusive Education. Sustainability 13:8, pages 4452.
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Mª del Mar García-Vita, Marta Medina-García, Giselle Paola Polo Amashta & Lina Higueras-Rodríguez. (2021) Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement. Education Sciences 11:3, pages 123.
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Stefania Cataudella, Stefano Carta, Maria Lidia Mascia, Carmelo Masala, Donatella Rita Petretto & Maria Pietronilla Penna. (2021) Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions. Frontiers in Psychology 11.
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Ariana Garrote. (2020) Academic Achievement and Social Interactions: A Longitudinal Analysis of Peer Selection Processes in Inclusive Elementary Classrooms. Frontiers in Education 5.
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Cécile Mathys, Marie-Hélène Véronneau & Aurélie Lecocq. (2017) Grade Retention at the Transition to Secondary School: Using Propensity Score Matching to Identify Consequences on Psychosocial Adjustment. The Journal of Early Adolescence 39:1, pages 97-133.
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Lisa van der Sande, Marloes M. H. G. Hendrickx, Henrike J. Boor-Klip & Tim Mainhard. (2017) Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking. Journal of Learning Disabilities 51:3, pages 211-222.
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Grzegorz Szumski & Maciej Karwowski. (2014) Psychosocial Functioning and School Achievement of Children With Mild Intellectual Disability in Polish Special, Integrative, and Mainstream Schools. Journal of Policy and Practice in Intellectual Disabilities 11:2, pages 99-108.
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Constantinos M. Kokkinos & Nafsika Antoniadou. (2013) Bullying and victimization experiences in elementary school students nominated by their teachers for Specific Learning Disabilities. School Psychology International 34:6, pages 674-690.
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