European journal of psychology of education

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  Año 2014, Vol. 29, Número 3

  • Seleccionado

    The "I knew it all along" phenomenon: second-order false belief understanding and the curse of knowledge in primary school children

    Davide Massaro, Ilaria Castelli, Laura Sanvito, Antonella Marchetti

    • Resumen

    págs. 311-326

    
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    Casting the die before the die is cast: the importance of the home numeracy environment for preschool children

    Frank Niklas, Wolfgang Schneider

    • Resumen

    págs. 327-345

    
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    The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students

    Olga Bakadorova, Diana Raufelder

    • Resumen

    págs. 347-366

    
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    Academic expectations and actual achievements: the roles of hope and effort

    Uzi Levi, Michal Einav, Orit Ziv, Ilana Raskind, Malka Margalit

    • Resumen

    págs. 367-386

    
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    How gender fair are German schoolbooks in the twenty-first century? An analysis of language and illustrations in schoolbooks for mathematics and German

    Franziska Moser, Bettina Hannover

    • Resumen

    págs. 387-407

    
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    Teacher-student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups

    Katja Kosir, Sara Tement

    • Resumen

    págs. 409-428

    
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    Teachers' situation-specific mastery experiences: teacher, student group and lesson effects

    Lars-Erik Malmberg, Hazel Hagger, Sophie Webster

    • Resumen

    págs. 429-451

    
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    Preparing pupils to cooperate during cooperative controversy in grade 6: a way to increase positive interactions and learning?

    Mijal Golub, Céline Buchs

    • Resumen

    págs. 453-466

    
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    Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): findings from a longitudinal study

    Sandra Schmiedeler, Frank Niklas, Wolfgang Schneider

    • Resumen

    págs. 467-482

    
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    Focus of attention and choice of text modality in multimedia learning

    Wolfgang Schnotz, Christoph Mengelkamp, Christiane Baadte, Georg Hauck

    • Resumen

    págs. 483-501

    
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    Teacher-parent relationships: influence of gender and education on organizational parents' counterproductive behaviors

    Alessandro Pepe, Loredana Addimando

    • Resumen

    págs. 503-519

    
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    Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8

    Krisztián Józsa, George A. Morgan

    • Resumen

    págs. 521-535

    
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    Foundations of children's self-concepts about everyday activities: Identities and comparative contexts

    Laurel Fisher

    • Resumen

    págs. 537-555