Cited by 24Mentoring and Academic DevelopmentEarly Childhood Education and DevelopmentEducation, Achievement, and Giftedness

How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting

Martins, Juliana, Rosário, Pedro, Cunha, Jennifer, Carlos Núñez, José, Vallejo, Guillermo, Moreira, Tânia·2024·Contemporary Educational Psychology

Integrity signals

Registry

Crossref · 10.1016/j.cedpsych.2023.102230

Cites

104 of 104 references verified0 citation errors · 0 not checkable

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Cites

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2 of the 106 references couldn’t be matched to a known paper.

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Authors
Martins, J., Rosário, P., Cunha, J., Carlos Núñez, J., Vallejo, G., & Moreira, T.
Affiliations
  • University of Minho (PT)
  • Universidad de Oviedo (ES)
Corresponding author
Martins, Juliana
Venue
Contemporary Educational Psychology
Publisher
Elsevier BV
Published
2024-03
Volume
76
Pages
102230
ISSN
0361-476X (ISSN-L)
OpenAlex
W4387079081
Cited by
24
References
106
Citations by year
2026: 8 · 2025: 8 · 2024: 5 · 2023: 3
FWCI
5.94
Type
journal article
Language
en
Open access
closed
Locations
Contemporary Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
transition to school, school-based intervention, student engagement, self-regulation, goal setting, fifth grade students, program effectiveness

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