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Editorial
Navigating the Pandemic and Future Crises
Insights From Developmental and Educational Psychology
- Marko Lüftenegger,
- Martin Daumiller,
- Ingrid Schoon
Vol. 231, Issue 3 • July 18, 2023, pp. 175–176
Review Article
How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?
A Systematic Meta-Review of Systematic Reviews and Meta-Analyses
- Martin Daumiller,
- Raven Rinas,
- Ingrid Schoon,
- Marko Lüftenegger
Vol. 231, Issue 3 • July 18, 2023, pp. 177–191
Original Articles
Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and Its Association With Students’ Learning Outcomes During Distant Teaching
- Ricarda Steinmayr,
- Rebecca Lazarides,
- Linda Wirthwein,
- Hanna Christiansen
Vol. 231, Issue 3 • July 18, 2023, pp. 192–203
Changes in Teachers’ Perceptions of School Quality During COVID-19
Findings From a Longitudinal Study Based on Propensity Score Balancing
- Christoph Helm,
- Stephan Gerhard Huber
Vol. 231, Issue 3 • July 18, 2023, pp. 204–216
Navigating an Uncertain Future
How Schools Can Support Career Adaptability of Young People in the Aftermath of the COVID-19 Pandemic
- Ingrid Schoon,
- Golo Henseke
Vol. 231, Issue 3 • July 18, 2023, pp. 217–227
The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19
A Longitudinal Study
- Elisabeth Rosa Pelikan,
- Luisa Grützmacher,
- Katharina Hager,
- Julia Holzer,
- Selma Korlat,
- Martin Mayerhofer,
- Barbara Schober,
- Christiane Spiel,
- Marko Lüftenegger
Vol. 231, Issue 3 • July 18, 2023, pp. 228–238