European journal of psychology of education

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  Año 2015, Vol. 30, Número 3

  • Seleccionado

    My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement

    Krista de Castella, Donald Byrne

    • Resumen

    págs. 245-267

    
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    Using implicit measures to highlight science teachers' implicit theories of intelligence

    Nicolas Mascret, Peggy Roussel, François Cury

    • Resumen

    págs. 269-280

    
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    Improving early reading skills for beginning readers using an online programme as supplementary instruction

    Emily Tyler, John Carl Hughes, Michael Beverly, Richard P. Hastings

    • Resumen

    págs. 281-294

    
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    Effects of fit between teachers' instructional beliefs and didactical principles of reading programs

    Lars Behrmann, Elmar Souvignier

    • Resumen

    págs. 295-312

    
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    Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students' math grade in upper-secondary school

    Cirila Peklaj, Anja Podlesek, Sonja Pecjak

    • Resumen

    págs. 313-330

    
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    Conceptions of assessment when the teaching context and learner population matter: compulsory school versus non-compulsory adult education contexts

    Ana Remesal Ortiz, Gavin Brown

    • Resumen

    págs. 331-347

    
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    Cognitive functioning in children with learning problems

    Christina Schwenck, Friederike Dummert, Darius Endlich, Wolfgang Schneider

    • Resumen

    págs. 349-367

    
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    "Probably true" says the expert: how two types of lexical hedges influence students' evaluation of scientificness

    Monja Thiebach, Elisabeth Mayweg-Paus, Regina Jucks

    • Resumen

    págs. 369-384