-
2
-
-
10844231725
-
Developmental dynamics of math performance from preschool to Grade 2
-
Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of math performance from preschool to Grade 2. Journal of Educational Psychology, 96, 699–713. doi: 10.1037/0022-0663.96.4.699
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 699-713
-
-
Aunola, K.1
Leskinen, E.2
Lerkkanen, M.-K.3
Nurmi, J.-E.4
-
3
-
-
33645305441
-
Developmental dynamics between mathematical performance, task motivation and teachers’ goals during the transition to primary school
-
Aunola, K., Leskinen, E., & Nurmi, J.-E. (2006). Developmental dynamics between mathematical performance, task motivation and teachers’ goals during the transition to primary school. British Journal of Educational Psychology, 76, 21–40. doi: 10.1348/000709905X51608
-
(2006)
British Journal of Educational Psychology
, vol.76
, pp. 21-40
-
-
Aunola, K.1
Leskinen, E.2
Nurmi, J.-E.3
-
4
-
-
0036730567
-
Three methods for studying developmental change: A case of reading skills and self-concept
-
Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J.-E. (2002). Three methods for studying developmental change: A case of reading skills and self-concept. British Journal of Educational Psychology, 72, 343–364. doi: 10.1348/000709902320634447
-
(2002)
British Journal of Educational Psychology
, vol.72
, pp. 343-364
-
-
Aunola, K.1
Leskinen, E.2
Onatsu-Arvilommi, T.3
Nurmi, J.-E.4
-
6
-
-
0042369124
-
Developmental dynamics of achievement strategies, reading performance, and parental beliefs
-
Aunola, K., Nurmi, J.-E., Niemi, P., Lerkkanen, M.-K., & Rasku-Puttonen, H. (2002). Developmental dynamics of achievement strategies, reading performance, and parental beliefs. Reading Research Quarterly, 37, 310–327. doi: 10.1598/RRQ.37.3.3
-
(2002)
Reading Research Quarterly
, vol.37
, pp. 310-327
-
-
Aunola, K.1
Nurmi, J.-E.2
Niemi, P.3
Lerkkanen, M.-K.4
Rasku-Puttonen, H.5
-
7
-
-
33746878674
-
Self-efficacy mechanism in human agency
-
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi: 10.1037/0003-066X.37.2.122
-
(1982)
American Psychologist
, vol.37
, pp. 122-147
-
-
Bandura, A.1
-
9
-
-
0025397298
-
Comparative fit index in structural models
-
Bentler, P. M. (1990). Comparative fit index in structural models. Psychological Bulletin, 107, 238–246. doi: 10.1037/0033-2909.107.2.238
-
(1990)
Psychological Bulletin
, vol.107
, pp. 238-246
-
-
Bentler, P.M.1
-
10
-
-
0346478656
-
A longitudinal study of beginning reading achievement and reading self-concept
-
Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279–291. doi: 10.1111/j.2044-8279.1997.tb01244.x
-
(1997)
British Journal of Educational Psychology
, vol.67
, pp. 279-291
-
-
Chapman, J.W.1
Tunmer, W.E.2
-
12
-
-
33847613221
-
Motivation and education: The self-determination perspective
-
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346. doi: 10.1080/00461520.1991.9653137
-
(1991)
Educational Psychologist
, vol.26
, pp. 325-346
-
-
Deci, E.L.1
Vallerand, R.J.2
Pelletier, L.G.3
Ryan, R.M.4
-
13
-
-
33947492911
-
I like to do it, I'm able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest
-
Denissen, J. J. A., Zarrett, N. R., & Eccles, J. S. (2007). I like to do it, I'm able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78, 430–447. doi: 10.1111/j.1467-8624.2007.01007.x
-
(2007)
Child Development
, vol.78
, pp. 430-447
-
-
Denissen, J.J.A.1
Zarrett, N.R.2
Eccles, J.S.3
-
14
-
-
33747196663
-
Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation
-
Ecalle, J., Magnan, A., & Gibert, F. (2006). Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation. Journal of School Psychology, 44, 191–209. doi: 10.1016/j.jsp.2006.03.002
-
(2006)
Journal of School Psychology
, vol.44
, pp. 191-209
-
-
Ecalle, J.1
Magnan, A.2
Gibert, F.3
-
15
-
-
0002647891
-
Expectancies, values, and academic behaviors
-
Spence J. T., (ed), San Francisco: Freeman
-
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75–146). San Francisco: Freeman.
-
(1983)
Achievement and achievement motives
, pp. 75-146
-
-
Eccles, J.S.1
Adler, T.F.2
Futterman, R.3
Goff, S.B.4
Kaczala, C.M.5
Meece, J.L.6
Midgley, C.7
-
16
-
-
0043054833
-
In the mind of the actor: The structure of adolescents’ achievement task value and expectancy-related beliefs
-
Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task value and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225. doi: 10.1177/0146167295213003
-
(1995)
Personality and Social Psychology Bulletin
, vol.21
, pp. 215-225
-
-
Eccles, J.S.1
Wigfield, A.2
-
17
-
-
0027620650
-
Age and gender differences in children's self- and task perceptions during elementary school
-
Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfield, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830–847. doi: 10.2307/1131221
-
(1993)
Child Development
, vol.64
, pp. 830-847
-
-
Eccles, J.S.1
Wigfield, A.2
Harold, R.D.3
Blumenfield, P.4
-
18
-
-
0001282866
-
Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed
-
5th ed, New York: Wiley
-
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of Child Psychology, 5th ed., vol. 3. New York: Wiley.
-
(1998)
Handbook of Child Psychology
, vol.3
-
-
Eccles, J.S.1
Wigfield, A.2
Schiefele, U.3
-
19
-
-
0025410124
-
Beginning school math competence: Minority and majority comparisons
-
Entwisle, D. R., & Alexander, K. L. (1990). Beginning school math competence: Minority and majority comparisons. Child Development, 61, 454–471. doi: 10.2307/1131107
-
(1990)
Child Development
, vol.61
, pp. 454-471
-
-
Entwisle, D.R.1
Alexander, K.L.2
-
20
-
-
0036635765
-
Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains
-
Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519–533. doi: 10.1037/0012-1649.38.4.519
-
(2002)
Developmental Psychology
, vol.38
, pp. 519-533
-
-
Fredricks, J.A.1
Eccles, J.S.2
-
21
-
-
0000065992
-
Academic intrinsic motivation in young elementary school children
-
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538. doi: 10.1037/0022-0663.82.3.525
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 525-538
-
-
Gottfried, A.E.1
-
22
-
-
21344476016
-
Role of parental motivational practices in children's academic intrinsic motivation and achievement
-
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104–113. doi: 10.1037/0022-0663.86.1.104
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 104-113
-
-
Gottfried, A.E.1
Fleming, J.S.2
Gottfried, A.W.3
-
23
-
-
0000242514
-
A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components
-
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312. doi: 10.1037/0012-1649.17.3.300
-
(1981)
Developmental Psychology
, vol.17
, pp. 300-312
-
-
Harter, S.1
-
24
-
-
0003068595
-
The perceived competence scale for children
-
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97. doi: 10.2307/1129640
-
(1982)
Child Development
, vol.53
, pp. 87-97
-
-
Harter, S.1
-
25
-
-
26844506441
-
Explaining the predictive accuracy of teacher judgements of their students’ reading achievement: The role of gender, classroom behaviour, and emergent literacy skills in a longitudinal sample of children exposed to poverty
-
Hecht, S. A., & Greenfield, D. B. (2002). Explaining the predictive accuracy of teacher judgements of their students’ reading achievement: The role of gender, classroom behaviour, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15, 789–809. doi: 10.1023/A:1020985701556
-
(2002)
Reading and Writing: An Interdisciplinary Journal
, vol.15
, pp. 789-809
-
-
Hecht, S.A.1
Greenfield, D.B.2
-
27
-
-
67650706330
-
Cutoff criterion for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
-
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criterion for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi: 10.1080/10705519909540118
-
(1999)
Structural Equation Modeling
, vol.6
, pp. 1-55
-
-
Hu, L.-T.1
Bentler, P.M.2
-
28
-
-
0036515857
-
Changes in children's self-competence and values: Gender and domain differences across grades one through twelve
-
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527. doi: 10.1111/1467-8624.00421
-
(2002)
Child Development
, vol.73
, pp. 509-527
-
-
Jacobs, J.E.1
Lanza, S.2
Osgood, D.W.3
Eccles, J.S.4
Wigfield, A.5
-
29
-
-
0035565349
-
Does interest matter? The relationship between academic interest and achievement in mathematics
-
Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal of Research in Mathematics Education, 32, 448–470. doi: 10.2307/749801
-
(2001)
Journal of Research in Mathematics Education
, vol.32
, pp. 448-470
-
-
Köller, O.1
Baumert, J.2
Schnabel, K.3
-
30
-
-
19744368317
-
The validity of self-reported grade point averages, classranks, and test scores: A meta-analysis and review of the literature
-
Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, classranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75, 63–82. doi: 10.3102/00346543075001063
-
(2005)
Review of Educational Research
, vol.75
, pp. 63-82
-
-
Kuncel, N.R.1
Credé, M.2
Thomas, L.L.3
-
31
-
-
84970269309
-
Verbal and math self-concepts: An internal/external frame of reference model
-
Marsh, H.W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129–149. doi: 10.3102/00028312023001129
-
(1986)
American Educational Research Journal
, vol.23
, pp. 129-149
-
-
Marsh, H.W.1
-
32
-
-
84993731480
-
Reciprocal effects of self-concept and performance from a multidimensional perspective
-
Marsh, H. W. & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Perspectives on Psychological Science, 1, 133–163. doi: 10.1111/j.1745-6916.2006.00010.x
-
(2006)
Perspectives on Psychological Science
, vol.1
, pp. 133-163
-
-
Marsh, H.W.1
Craven, R.G.2
-
33
-
-
1642270410
-
Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries
-
Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67. doi: 10.1037/0022-0663.96.1.56
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 56-67
-
-
Marsh, H.W.1
Hau, K.T.2
-
34
-
-
17444383511
-
Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering
-
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. doi: 10.1111/j.1467-8624.2005.00853.x
-
(2005)
Child Development
, vol.76
, pp. 397-416
-
-
Marsh, H.W.1
Trautwein, U.2
Lüdtke, O.3
Köller, O.4
Baumert, J.5
-
35
-
-
0001960984
-
A motivational exploration of motivation terminology
-
Murphy, P. K., & Alexander, P. A. (2000). A motivational exploration of motivation terminology. Contemporary Educational Psychology, 25, 3–53. doi: 10.1006/ceps.1999.1019
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 3-53
-
-
Murphy, P.K.1
Alexander, P.A.2
-
36
-
-
84907589960
-
-
October, Message posted to
-
Muthén, L. K. (1999, October 29). Online forum comment. Message posted to http://www.statmodel.com/discussion/messages/12/18.html
-
(1999)
Online forum comment
-
-
Muthén, L.K.1
-
38
-
-
84886337777
-
Complex sample data in structural equation modeling
-
Marsden P., (ed), Boston: Blackwell
-
Muthén, B., & Satorra, A. (1995). Complex sample data in structural equation modeling. In P. Marsden (Ed.), Sociological Methodology 1995 (pp. 216–316). Boston: Blackwell.
-
(1995)
Sociological Methodology 1995
, pp. 216-316
-
-
Muthén, B.1
Satorra, A.2
-
39
-
-
0000846618
-
The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability
-
Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800–814. doi: 10.2307/1128250
-
(1978)
Child Development
, vol.49
, pp. 800-814
-
-
Nicholls, J.G.1
-
42
-
-
20444477523
-
Task-motivation during the first school years: A person-oriented approach to longitudinal data
-
Nurmi, J.-E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15, 103–122. doi: 10.1016/j.learninstruc.2005.04.009
-
(2005)
Learning and Instruction
, vol.15
, pp. 103-122
-
-
Nurmi, J.-E.1
Aunola, K.2
-
43
-
-
0003816657
-
-
Englewood Cliffs, NJ: Merrill Prentice-Hall
-
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
-
(1996)
Motivation in education: Theory, research, and applications
-
-
Pintrich, P.R.1
Schunk, D.H.2
-
44
-
-
0002209063
-
Intrinsic and extrinsic motivations: Classic definitions and new directions
-
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi: 10.1006/ceps.1999.1020
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 54-67
-
-
Ryan, R.M.1
Deci, E.L.2
-
45
-
-
62049085575
-
Topic interest, text representation, and quality of experience
-
Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 2, 237–244.
-
(1996)
Contemporary Educational Psychology
, vol.2
, pp. 237-244
-
-
Schiefele, U.1
-
46
-
-
0042921663
-
Foundation literacy acquisition in European orthographies
-
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi: 10.1348/000712603321661859
-
(2003)
British Journal of Psychology
, vol.94
, pp. 143-174
-
-
Seymour, P.H.K.1
Aro, M.2
Erskine, J.M.3
-
47
-
-
0033245899
-
Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study
-
Skaalvik, E. M., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. Journal of Experimental Education, 67, 135–149. doi: 10.1080/00220979909598349
-
(1999)
Journal of Experimental Education
, vol.67
, pp. 135-149
-
-
Skaalvik, E.M.1
Valas, H.2
-
48
-
-
20444448114
-
Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children
-
Spinath, B., & Spinath, F. M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15, 87–102. doi: 10.1016/j.learninstruc.2005.04.008
-
(2005)
Learning and Instruction
, vol.15
, pp. 87-102
-
-
Spinath, B.1
Spinath, F.M.2
-
49
-
-
51949115978
-
Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time?
-
Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? Child Development, 79, 1555–1569. doi: 10.1111/j.1467-8624.2008.01205.x
-
(2008)
Child Development
, vol.79
, pp. 1555-1569
-
-
Spinath, B.1
Steinmayr, R.2
-
50
-
-
0000368517
-
Developmental change in children's assessment of intellectual competence
-
Stipek, D. J., & Mac Iver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521–538. doi: 10.2307/1130719
-
(1989)
Child Development
, vol.60
, pp. 521-538
-
-
Stipek, D.J.1
Mac Iver, D.2
-
51
-
-
2942644654
-
The relation between self-beliefs and academic achievement: A meta-analytic review
-
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133. doi: 10.1207/s15326985ep3902_3
-
(2004)
Educational Psychologist
, vol.39
, pp. 111-133
-
-
Valentine, J.C.1
DuBois, D.L.2
Cooper, H.3
-
52
-
-
62049084308
-
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten
-
Viljaranta, J., Lerkkanen, M.-K., Poikkeus, A.-M., Aunola, K., & Nurmi, J.-E. (2009). Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instruction, 19, 335–344. doi: 10.1016/j.learninstruc.2008.06.011
-
(2009)
Learning and Instruction
, vol.19
, pp. 335-344
-
-
Viljaranta, J.1
Lerkkanen, M.-K.2
Poikkeus, A.-M.3
Aunola, K.4
Nurmi, J.-E.5
-
53
-
-
0022134688
-
An attributional theory of achievement motivation and emotion
-
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573. doi: 10.1037/0033-295X.92.4.548
-
(1985)
Psychological Review
, vol.92
, pp. 548-573
-
-
Weiner, B.1
-
54
-
-
0031527599
-
Reading motivation: A domain-specific approach to motivation
-
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32, 59–68. doi: 10.1207/s15326985ep3202_1
-
(1997)
Educational Psychologist
, vol.32
, pp. 59-68
-
-
Wigfield, A.1
-
55
-
-
0000948744
-
The development of achievement task values: A theoretical analysis
-
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1–46. doi: 10.1016/0273-2297(92)90011-P
-
(1992)
Developmental Review
, vol.12
, pp. 1-46
-
-
Wigfield, A.1
Eccles, J.S.2
-
56
-
-
0003093796
-
Expectancy-value theory of achievement motivation
-
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi: 10.1006/ceps.1999.1015
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 68-81
-
-
Wigfield, A.1
Eccles, J.S.2
-
57
-
-
0344232146
-
The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence
-
Wigfield A., Eccles J. S., (eds), San Diego, CA: Academic Press
-
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, J. S. Eccles, & the Institute for Research on Women and Gender (Eds.), Development of Achievement Motivation (pp. 91–120). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 91-120
-
-
Wigfield, A.1
Eccles, J.S.2
-
58
-
-
0032360041
-
The development of children's motivation in school contexts
-
Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The development of children's motivation in school contexts. Review of Research in Education, 23, 73–118.
-
(1998)
Review of Research in Education
, vol.23
, pp. 73-118
-
-
Wigfield, A.1
Eccles, J.S.2
Rodriguez, D.3
-
59
-
-
0348050201
-
Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study
-
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfield, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451–469. doi: 10.1037/0022-0663.89.3.451
-
(1997)
Journal of Educational Psychology
, vol.89
, pp. 451-469
-
-
Wigfield, A.1
Eccles, J.S.2
Yoon, K.S.3
Harold, R.D.4
Arbreton, A.J.A.5
Freedman-Doan, C.6
Blumenfield, P.C.7
|