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DataTítuloAutor(es)TipoAcesso
2014An explanatory model of the intention to continue studying among non-traditional university studentsRosário, Pedro; Pereira, Armanda; Núñez, José Carlos, et al.ArtigoAcesso aberto
30-Nov-2020“COVID-19 em Sarilhos”: respostas de intervenção na promoção de competências autorregulatórias em período de pandemiaRosário, Pedro; Cunha, Jennifer; Pereira, Armanda, et al.Capítulo de livroAcesso aberto
2019"Did you do your homework?" mathematics teachers' homework follow-up practices at middle school levelRosário, Pedro; Cunha, Jennifer; Nunes, Ana Rita, et al.ArtigoAcesso restrito UMinho
2015Does homework design matter? The role of homework's purpose in student mathematics achievementRosário, Pedro; Nunez, Jose Carlos; Vallejo, Guillermo, et al.ArtigoAcesso restrito UMinho
2019Does teacher homework feedback matter to 6th graders' school engagement?: a mixed methods studyCunha, Jennifer; Rosário, Pedro; Carlos Nunez, Jose, et al.ArtigoAcesso restrito UMinho
2017Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositionsRosário, Pedro; Högemann, Julia; Núñez, José Carlos, et al.CorrigendaAcesso aberto
2018"Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedbackCunha, Jennifer; Rosário, Pedro; Carlos Nunez, Jose, et al.ArtigoAcesso aberto
9-Jul-2018Homework monitoring in mathematics: mapping and examining practices of teachers, students and parentsCunha, Jennifer SilvaTese de doutoramentoAcesso restrito UMinho
2018Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students' perceived homework qualityRosário, Pedro; Carlos Nunez, Jose; Vallejo, Guillermo, et al.ArtigoAcesso restrito UMinho
2019"Homework Should Be...but We Do Not Live in an Ideal World": Mathematics teachers' perspectives on quality homework and on homework assigned in elementary and middle schoolsRosário, Pedro; Cunha, Jennifer; Nunes, Tania, et al.ArtigoAcesso aberto
2018Mozambican adolescents' perspectives on the academic procrastination processFulano, Celso; Cunha, Jennifer; Núñez, José Carlos, et al.ArtigoAcesso restrito autor
2020Online Homework Distraction Scale: A validation studyXu, Jianzhong; Nunez, Jose Carlos; Cunha, Jennifer, et al.ArtigoAcesso aberto
1-Jul-2020Online vs traditional homework: a systematic review on the benefits to students' performanceMagalhães, Paula; Ferreira, Diogo; Cunha, Jennifer, et al.ArtigoAcesso restrito UMinho
2015Parents' conceptions of their homework involvement in elementary schoolCunha, Jennifer; Rosário, Pedro; Macedo, Lucia, et al.ArtigoAcesso aberto
2016Promoting gypsy children school engagement: a story-tool project to enhance self-regulated learningRosário, Pedro; Carlos Nunez, Jose; Vallejo, Guillermo, et al.ArtigoAcesso restrito UMinho
2022School engagement in elementary school: a systematic review of 35 years of researchMartins, Juliana Andreia Oliveira; Cunha, Jennifer; Lopes, Silvia, et al.ArtigoAcesso restrito UMinho
22-Set-2021Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effectsXu, Jianzhong; Du, Jianxia; Cunha, Jennifer, et al.ArtigoAcesso restrito UMinho
2016Studying while doing time: understanding inmates' conceptions of learningRosário, Pedro; Carlos Nunez, Jose; Pereira, Joana, et al.ArtigoAcesso restrito autor
2015The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group designRosário, Pedro; Nunez, Jose C.; Vallejo, Guillermo, et al.ArtigoAcesso aberto
2019The impact of three types of writing intervention on students' writing qualityRosário, Pedro; Hogemann, Julia; Carlos Nunez, Jose, et al.ArtigoAcesso aberto
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