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EQUAL OPPORTUNITIES TO “COUNT”? A LONGITUDINAL POPULATION STUDY ABOUT CHOICE OF STEM AT UNIVERSITY BY GENDER Patrizia Giannantoni, Patrizia Falzetti 57-77 PDF DOI: https://doi.org/10.36253/ijas-17023
INVESTIGATING UNDERGRADUATE AND HIGH SCHOOL STUDENTS’ IDENTIFICATION WITH PHYSICS THROUGH STRUCTURAL EQUATION MODELING Danilo Catena, Italo Testa 79-102 PDF DOI: https://doi.org/10.36253/ijas-17024
PEER LEARNING IN LARGE SIZE FORMAT: IS IT EFFECTIVE IN BOLSTERING PROBLEM-SOLVING AND METACOGNITIVE SKILLS? Matteo Bozzi, Roberto Mazzola, Maurizio Zani 103-129 PDF DOI: https://doi.org/10.36253/ijas-17025
ACADEMIC PROCRASTINATION SCALE: PSYCHOMETRIC EVIDENCE FOR THE ITALIAN VERSION BASED ON CFA AND IRT MODELS Rosa Fabbricatore, Anna Parola, Giuliana Pepicelli, Francesco Palumbo 131-150 PDF DOI: https://doi.org/10.36253/ijas-17022
