British journal of educational psychology

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  Año 2008, Número 4

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    Psychological theory and pedagogical effectiveness: The learning promotion potential framework.

    Peter Tomlinson

    págs. 507-526

    
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    What teacher factors influence their attributions for children's difficulties in learning?

    Katy Brady, Lisa Woolfson

    págs. 527-544

    
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    Changing epistemological beliefs: The unexpected impact of a short-term intervention.

    Dorothe Kienhues, Rainer Bromme, Elmar Stahl

    págs. 545-565

    
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    Behaviour--emotional characteristics of primary-school children rated as having language problems.

    A. J. Lundervold, M. Heimann, T. Manger

    págs. 567-580

    
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    Towards effective partnerships in a collaborative problem-solving task.

    Megan J. Schmitz, Heather Winskel

    págs. 581-596

    
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    Delivering phonological and phonics training within whole-class teaching.

    Laura R. Shapiro, Jonathan Solity

    págs. 597-620

    
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    Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence--early adulthood period: Reciprocal or unidirectional effects?

    Frédéric Guay, Herbert W. Marsh, Caroline Senécal, Martin Dowson

    págs. 621-637

    
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    Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation.

    Lau Shun, Arief Darmanegara Liem, Youyan Nie

    págs. 639-662

    
  • Seleccionado

    The role of educational track in adolescents' school burnout: A longitudinal study.

    Katariina Salmela-Aro, Noona Kiuru, Jari-Erik Nurmi

    págs. 663-689