TEXT-BASED INFERENCE INSTRUCTION FOR ELEMENTARY GRADE CHILDREN WITH READING COMPREHENSION DIFFICULTIES: AN INTERVENTION RESEARCH von Mih, Viorel, Mih, Codruţa

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ENGAGEMENT IN LEARNING AS MEDIATOR BETWEEN MOTIVATIONAL BELIEFS AND SCHOOL ACHIEVEMENT: A PATH ANALYSIS von Mih, Viorel-Beniamin, Mih, Codruţa-Alina

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Achievement Goals and Behavioral and Emotional Engagement as Precursors of Academic Adjusting von Mih, Viorel, Mih, Codruţa, Dragoş, Viorel

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PROACTIVE COPING, ENGAGEMENT IN LEARNING AND DEEP PROCESSING AS MEDIATORS BETWEEN AUTONOMOUS MOTIVATION AND ADJUSTMENT AT SCHOOL von Mih, Viorel-Beniamin, Mih, Codruţa-Alina, Dragoş, Viorel

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The role of hypertext’s systems in learning von Mih, Viorel-Beniamin, Mih, Codruţa-Alina

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TRAINING GENERATES COHERENCE INFERENCES IN STUDENTS WITH LESS-SKILLED READING ABILITY von Mih, Codruţa-Alina, Mih, Viorel-Beniamin

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Conceptual Maps as Mediators of Self-Regulated Learning von Mih, Codruta, Mih, Viorel

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The Role of Working Memory Deficits in Children with Poor Comprehension Ability von Mih, Viorel, Mih, Codruta

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REPRESENTATION OF NARRATIVE TEXTS: CONSTRUCTING INFERENCES DURING TEXT COMPREHENSION von Mih, Codruţa-Alina, Mih, Viorel-Beniamin

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Components of Self-regulated Learning; Implications for School Performance von Mih, Codruta, Mih, Viorel

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