British journal of educational psychology

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  Año 2005, Número 2

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    The effect of peer collaboration on children's problem-solving ability

    A. F. Garton, L. M. Fawcett

    págs. 157-170

    
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    Reception class predictors of literacy skills

    J. Simpson, J. Everatt

    págs. 171-188

    
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    Assessing children's inference generation: What do tests of reading comprehension measure?

    C. Bowyer-Crane, M. J. Snowling

    págs. 189-202

    
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    Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance

    F. Cano

    págs. 203-222

    
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    Optimizing the number of steps in learning tasks for complex skills

    J. J. G. van Merrienboer, R. J. Nadolski, P. A. Kirschner

    págs. 223-238

    
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    Explaining individual differences in scholastic behaviour and achievement

    T. Chamorro-Premuzic, K. V. Petrides

    págs. 239-256

    
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    Are student's beliefs about knowledge and learning associated with their reported use of learning strategies?

    T. I. Dahl

    págs. 257-274

    
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    Paradoxical effects of praise and criticism: Social, dimensional, and temporal comparisons

    J. Moller

    págs. 275-296

    
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    Pupils' liking for school: Ability grouping, self-concept, and perceptions of teaching

    S. Hallam, J. Ireson

    págs. 297-312

    
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    The social skills problems of victims of bullying: Self, peer, and teacher perceptions

    M. J. Boulton, C. L. Fox

    págs. 313-328