British journal of educational psychology

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  Año 2016, Vol. 86, Número 3

  • Seleccionado

    Creating a critical mass eliminates the effects of stereotype threat on women's mathematical performance

    Charlotte R. Pennington, Derek Heim

    págs. 353-368

    
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    The feminization of school hypothesis called into question among junior and high school students

    Catherine Verniers, Delphine Martinot, Benoît Dompnier

    págs. 369-381

    
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    Children's understanding of the addition/subtraction complement principle

    Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière, Lieven Verschaffel

    págs. 382-396

    
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    Comparing the effects of derived relational training and computer coding on intellectual potential in school-age children

    Jennifer Hayes, Ian Stewart

    págs. 397-411

    
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    The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments

    David Messer, Lucy A. Henry, Gilly Nash

    págs. 412-428

    
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    Visual working memory and number sense: Testing the double deficit hypothesis in mathematics

    Sylke W.M. Toll, Evelyn H. Kroesbergen, Johannes E. H. van Luit

    págs. 429-445

    
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    The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages

    Wendy Symes, David W. Putwain

    págs. 446-460

    
  • Seleccionado

    The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

    Claire Wilson, Lisa Marks Woolfson, Kevin Durkin, Mark A. Elliott

    págs. 461-480

    
  • Seleccionado

    Children's science learning: A core skills approach.

    Andrew K. Tolmie, Zayba Ghazali, Suzanne Morris

    págs. 481-497