| Institution: | 1. University of Missouri, USA;2. The University of Texas at Arlington, USA;1. Aix Marseille Univ, CNRS, LNC, Marseille, France;2. Aix Marseille Univ, CNRS, LPC, Marseille, France;3. Aix Marseille Univ, PSYCLE, Aix-en-Provence, France;1. University of Freiburg, Department of Educational Science, Germany;2. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Germany;3. Institute for Educational Analysis (IBBW) and University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Germany;1. Southampton Education School, University of Southampton, UK;2. Faculty of Teacher Education, University of Iceland, Iceland;1. Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna, BO, Italy;2. Department of Humanities, University of Ferrara, via Paradiso 12, 44121, Ferrara, FE, Italy;3. Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, 47521, Cesena, FC, Italy;4. Institute of Psychology, University of Lausanne, Quartier UNIL-Mouline, Bâtiment Géopolis, CH, 1015, Lausanne, Switzerland |
