European journal of psychology of education

• 

  Año 2009, Vol. 24, Número 4

  • Seleccionado

    "Too complex for me!" Why do performance-approach and performance-avoidance goals predict exam performance?

    Céline Darnon, Fabrizio Butera, Gabriel Mugny, Alain Quiamzade, Chris S. Hulleman

    • Resumen

    págs. 423-434

    
  • Seleccionado

    Synthesising information from various texts: A study of procedures and products at different educational levels

    María del Mar Mateos Sanz, Isabel Solé i Gallart

    • Resumen

    págs. 435-451

    
  • Seleccionado

    Teacher education graduates' entrance into the teaching profession: Development and test of a model

    Isabel Rots, Antonia Aelterman

    • Resumen

    págs. 453-471

    
  • Seleccionado

    Psychological adjustment in bullies and victims of school violence

    Estefanía Estévez López, Sergio Murgui Pérez, Gonzalo Musitu Ochoa

    • Resumen

    págs. 473-783

    
  • Seleccionado

    Cultural artifact and children's understanding of the shape of the Earth: The case of Moroccan children

    Bertrand Troadec, Benaissa Zarhbouch, Valérie Frède

    • Resumen

    págs. 485-498

    
  • Seleccionado

    Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies

    Rebecca Shankland, Lionel Riou França, Christophe M. Genolini, Julien-Daniel Guelfi, Serban Ionescu

    • Resumen

    págs. 499-512

    
  • Seleccionado

    Conception of learning and motivation of Spanish psychology undergraduates in different academic levels

    Samuel Rabanaque, José Reinaldo Martínez Fernández

    • Resumen

    págs. 513-528

    
  • Seleccionado

    How do secondary students approach different types of division with remainder situations? Some evidence from Spain

    Purificación Rodríguez Marcos, María Oliva Lago Marcos, M. Lourdes Hernández, Laura Jiménez, Silvia Guerrero, Sonia Caballero

    • Resumen

    págs. 529-543

    
  • Seleccionado

    The role of students' interests in self-regulated learning: The relationship between students' interests, learning strategies and causal attributions

    Izabela Soric´, Marko Palekic´

    • Resumen

    págs. 545-565