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This is an open access downloadable article available by clicking here. Types of student engagement would be interesting constructs to add to the Cognitive-Affective-Motivation Model of Learning (crossing the Rubicon to engaged learning).
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Thomas Brackett Reed, in a speech at Waterville, Maine, July 30, 1885
Dear Colleagues and Friends,
• Robert K. Merton, Social Theory and Social Structure (1962)
Zhao, C., & Vogel, E. K. (2025). Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001728
• Claude Levi-Strauss, The Raw and the Cooked (1964)
Stability of early number sense competencies for predicting mathematics difficulties
Learning and Individual Differences (2025). Click here to go to journal page with author, etc. info.