European journal of psychology of education

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  Año 2013, Vol. 28, Número 3

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    Young children category learning: a training study

    Andrea Sabina Taverna, Olga Alicia Peralta de Mendoza

    • Resumen

    págs. 599-617

    
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    Postponement in the completion of the final dissertation: an underexplored dimension of achievement in higher education

    Serge Dupont, Gaëlle Meert, Benoît Galand, Frédéric Nils

    • Resumen

    págs. 619-639

    
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    Achievement among first-year university students: an integrated and contextualised approach

    Mikaël De Clercq, Benoît Galand, Serge Dupont, Mariane Frenay

    • Resumen

    págs. 641-662

    
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    Relation between self-esteem and socially desirable responding and the role of socially desirable responding in the relation between self-esteem and performance

    Chiungjung Huang

    • Resumen

    págs. 663-683

    
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    Self-regulated learning and performance calibration among elementary physical education students

    Athanasios Kolovelonis, Marios Goudas, Irini Dermitzaki, Anastasia Kitsantas

    • Resumen

    págs. 685-701

    
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    A typology of approaches to peer tutoring. Unraveling peer tutors' behavioural strategies

    Inneke Berghmans, Fanny Neckebroeck, Filip Dochy, Katrien Struyven

    • Resumen

    págs. 703-723

    
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    The role of Internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools

    Raúl Navarro Olivas, Cristina Serna Sarrato, Verónica Martínez, Roberto Ruiz Oliva

    • Resumen

    págs. 725-745

    
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    Adaptation of the Students' Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language

    Irini Dermitzaki, Panayiota Stavroussi, Denis Vavougios, Konstantinos T. Kotsis

    • Resumen

    págs. 747-766

    
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    Homework assignments to enhance student engagement in secondary education

    Maartje Buijs, Wilfried Admiraal

    • Resumen

    págs. 767-779

    
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    Formal music education not only enhances musical skills, but also conceptions of teaching and learning: a study with woodwind students

    Cristina Marín Oller, Nora Scheuer, María del Puy Pérez Echeverría

    • Resumen

    págs. 781-805

    
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    Conceptualizing students' academic hardiness dimensions: a qualitative study

    Spiridon Kamtsios, Evangelia Karagiannopoulou

    • Resumen

    págs. 807-823

    
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    Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model

    Murat Balkis, Erdinç Duru, Mustafa Bulus

    • Resumen

    págs. 825-839

    
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    Exploring reasons and consequences of academic procrastination: an interview study

    Carola Grunschel, Justine Patrzek, Stefan Fries

    • Resumen

    págs. 841-861

    
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    The mutual impact of personality traits on seating preference and educational achievement

    Camellia Hemyari, Kamiar Zomorodian, Iman Ahrari, Samar Tavana, Mohammad Parva, Keyvan Pakshir, Peyman Jafari, Ali Sahraian

    • Resumen

    págs. 863-877

    
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    Justification beliefs and multiple-documents comprehension

    Ivar Bråten, Leila E. Ferguson, Helge I. Stromso, Oistein Anmarkrud

    • Resumen

    págs. 879-902

    
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    Hearing mothers and oral deaf children: an atypical relational context for theory of mind

    Flavia Lecciso, Serena Petrocchi, Antonella Marchetti

    • Resumen

    págs. 903-922

    
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    Temperament in the school context: a historical review

    María Angeles Fernández Vilar, José Antonio Carranza Carnicero

    • Resumen

    págs. 923-944

    
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    The academic and psychological benefits of exercise in healthy children and adolescents

    Martin Rasmussen, Karin Laumann

    • Resumen

    págs. 945-962

    
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    Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

    Gonny L.M. Schellings, Bernadette van Hout-Wolters, Marcel V. J. Veenman, Joost Meijer

    • Resumen

    págs. 963-990

    
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    Teachers' implementation of the coaching role: do teachers' ownership, sensemaking, and agency make a difference?

    Evelien Ketelaar, Douwe Beijaard, Perry den Brok, Henry P. A. Boshuizen

    • Resumen

    págs. 991-1006

    
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    Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education

    Katrien Struyven, Karen Jacobs, Filip Dochy

    • Resumen

    págs. 1007-1022

    
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    Pedagogical content beliefs about reading instruction and their relation to gains in student achievement

    Lars Behrmann, Elmar Souvignier

    • Resumen

    págs. 1023-1044

    
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    Learning about persons: the effects of text structure and executive capacity on conceptual change

    Christiane Baadte, Stephan Dutke

    • Resumen

    págs. 1045-1064

    
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    Authority in the classroom: adolescent autonomy, autonomy support, and teachers' legitimacy

    João Daniel Graça, Maria Manuela Calheiros, Maria Clara Barata

    • Resumen

    págs. 1065-1076

    
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    Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature

    Daniela Sellmann, Franz X. Bogner

    • Resumen

    págs. 1077-1086

    
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    Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language

    Purya Baghaei

    • Resumen

    págs. 1087-1103