European journal of psychology of education

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  Año 2018, Vol. 33, Número 2

  • Seleccionado

    Stereotype threat among students with disabilities: Stereotype threat The importance of the evaluative context on their cognitive performance

    Caroline Desombre, Souad Anegmar, Gérald Delelis

    • Resumen

    págs. 201-214

    
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    Social inequality in education and the use of extramural support services: Access and parental experiences in disadvantaged families

    Kathleen Bodvin, Karine Verschueren, Lucia De Haene, Elke Struyf

    • Resumen

    págs. 215-233

    
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    Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

    Riitta Sikiö, Martti Siekkinen, Leena Holopainen, Gintautas Silinskas, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi

    • Resumen

    págs. 235-250

    
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    Erratum to: Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families

    Riitta Sikiö, Martti Siekkinen, Leena Holopainen, Gintautas Silinskas, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi

    • Resumen

    págs. 251-253

    
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    “Now you know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education

    Tijs Rotsaert, Ernesto Panadero, Tammy Schellens, Annelies Raes

    • Resumen

    págs. 255-275

    
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    Handwriting, spelling, and narrative competence in the fictional stories of Italian primary-school children

    Emiddia Longobardi, Pietro Spataro, Emiliano Pizzicannella

    • Resumen

    págs. 277-293

    
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    Promoting students’ self-determined motivation in maths: Results of a 1-year classroom intervention

    Claudia C. Brandenberger, Gerda Hagenauer, Tina Hascher

    • Resumen

    págs. 295-317

    
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    Cross-domain effects of achievement goals: social costs and benefits

    Andrea Eugenia Barrera, Beate Schuster

    • Resumen

    págs. 319-336

    
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    Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context

    Reza Khany, Majid Amiri

    • Resumen

    págs. 337-353

    
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    Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?

    Alli Klapp

    • Resumen

    págs. 355-376

    
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    Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development

    Katharina Kiemer, Alexander Gröschner, Mareike Kunter, Tina Seidel

    • Resumen

    págs. 377-402

    
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    The successful test taker: exploring test-taking behavior profiles through cluster analysis

    Tova Stenlund, Per-Erik Lyrén, Hanna Eklöf

    • Resumen

    págs. 403-417