Cover Image

Pre‐Service Teachers' Views about Spatial Skills and Associations with their Own Spatial Skills, Emotions, and Confidence

Fuente: Wiley Open Access

Saved in:

Bibliographic Details
Main Authors:	Wenke Möhring, Nora S. Newcombe
Format:	Artículo Open Access
Published:	Wiley 2025
Subjects:	Mind, Brain, and Education
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

The Prevalence and Usage of “Neuromyths” Among German in‐Service‐ and Pre‐Service Teachers – Compared to Neuroscience Specialists and the General Public
by: Ann‐Kathrin Hennes, et al.
Published: (2024)

Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers
by: Eimear Boyle, et al.
Published: (2024)

Going Beyond Correlations: Experimental Methods for Investigating the Role of Executive Functions in the Development of Academic Skills
by: Joanne Eaves
Published: (2026)

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions
by: Luc Rousseau
Published: (2024)

Implementing Temporal Sampling Theory Through Rhythmic‐Melodic Activities in Preschool: A Motor‐Rhythm Based Intervention to Enhance Language Skills
by: Arantza Campollo‐Urkiza, et al.
Published: (2026)

The Effect of Book Genre in Eliciting Teacher Math Talk
by: Daphne Ang, et al.
Published: (2024)

Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training
by: Yasin Arslan, et al.
Published: (2025)

Training Teachers in Neuroscience for Adolescent Education: Outcomes of a Continuing Education Program
by: Ana Luiza Trombini Tadielo, et al.
Published: (2025)

Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom
by: Sona C. Kumar, et al.
Published: (2024)

Factors that Facilitate or Impede the Implementation of Neuroeducational Principles: Perspectives from Preschool and Primary School Teachers
by: Élisabeth Bélanger, et al.
Published: (2025)

Investigating Opinions about the Relevance of Genetic and Environmental Research in Education: The Role of Parental Status, Working in Education and Heritability Ratings
by: Emma Greenwood, et al.
Published: (2025)

Daily Dynamics of Children's Science Learning: Associations With Fluctuations in Attention and Family Stress
by: Andrew E. Koepp, et al.
Published: (2026)

The Threat of Paper Mills to Biomedical and Social Science Journals: The Case of the Tanu.pro Paper Mill in Mind, Brain, and Education
by: Pawel J. Matusz, et al.
Published: (2025)

Assessment of Intervention Outcomes of Minimally Verbal Autistic Children: Challenges and Opportunities
by: Rachel Yosick, et al.
Published: (2025)

Risk Factors for Dyslexia: Addressing Oral Language Deficits
by: Margaret J. Snowling, et al.
Published: (2025)

Enhancing Situational Mastery Experience and Willingness to Learn with Game Elements in Children with Specific Learning Disorders
by: Manuel Ninaus, et al.
Published: (2025)

Exploring Intensity in Reading Interventions for Upper Elementary Students
by: Jeanne Wanzek, et al.
Published: (2025)

Visuospatially Rich Math Games Increase Anxiety in Children With Lower Visuospatial Working Memory Capacity
by: Jingwei Li, et al.
Published: (2025)

Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress
by: Joanna A. Christodoulou, et al.
Published: (2025)

Executive Function Beyond Minority World Contexts: A Call for Culturally Relevant Assessments in Historically Overlooked Populations in Majority World Countries
by: Paulo Guirro Laurence
Published: (2025)

In‐Person Collaboration, but Not Virtual, Enhances Problem‐Solving Efficiency and Knowledge Transfer from Groups to Individuals
by: Lan Anh Do, et al.
Published: (2025)

Interaction Between Word Processing and Low‐Level Visual Representation in Autistic College Students
by: Nicolás Acuña Luongo, et al.
Published: (2025)

Issue Information
Published: (2025)

The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors
by: Brianna Paquette, et al.
Published: (2025)

Issue Information
Published: (2025)

Talk with Me Baby: Early Language Knowledge Across Disciplines
by: Lama K. Farran, et al.
Published: (2025)

Issue Information
Published: (2025)

Investigating Learning in Educational Contexts: Methodological Challenges and Potential Solutions in the Field of Mind, Brain and Education
by: Jessica Massonnié
Published: (2025)

Dyslexia Research and Replicability: Should We Be Worried?
by: Anna Yi Leung, et al.
Published: (2025)

Exploring Theoretically Relevant Word Reading Instructional Elements: Moving beyond Component Training toward Building Strong Lexical Representations in Children with Dyslexia
by: Laura M. Steacy, et al.
Published: (2025)

The Direct and Indirect Effects of an Oral Narrative Intervention for Children with or At Risk for Language and Reading Disorders
by: Ronald B. Gillam, et al.
Published: (2025)

How Treatments for Students with Dyslexia Might Reflect our Knowledge of Theory, Neuroscience, and Learning Science
by: Donald L. Compton, et al.
Published: (2025)

The Virtuous Cycle between Education and Neuroscience
by: Jason D. Yeatman, et al.
Published: (2025)

Three Related Experimental Pilot Studies Aimed to Innovate Reading Intervention for Students with Word Reading Difficulties
by: Nathan H. Clemens, et al.
Published: (2025)

Informed Consent in Educational AI Research Needs to Be Transparent, Flexible, and Dynamic
by: Alexander Skulmowski
Published: (2025)

EEG Hyperscanning Is a Feasible Measure of Dyadic Synchrony Between Hospitalized Preterm Infants and Their Caregivers
by: Mary Lauren Neel, et al.
Published: (2025)

Issue Information
Published: (2025)

Between Two Worlds: Locating Climate Literacy between Modern Educational Frameworks and Assessment Needs
by: Dirk Gellermann, et al.
Published: (2025)

Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue
by: Amanda Martinez‐Lincoln, et al.
Published: (2024)

What's in the Sound? Common and Language‐Specific Patterns in Brain Activation and Functional Connectivity for Phonological Awareness in Spanish–English Bilinguals
by: Nia Nickerson, et al.
Published: (2024)