European journal of psychology of education

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  Año 2019, Vol. 34, Número 2

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    School alienation and student well-being: A cross-lagged longitudinal analysis

    Julia Morinaj, Tina Hascher

    • Resumen

    págs. 273-294

    
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    Relationships between epistemic beliefs and achievement goals: Developmental trends over grades

    T. Mikael Winberg, Anders Hofverberg, Maria Lindfors

    • Resumen

    págs. 295-315

    
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    Mastery motivation, parenting, and school achievement among Hungarian adolescents

    Krisztián Józsa, Noémi Kis, Karen Caplovitz Barrett

    • Resumen

    págs. 317-339

    
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    An examination of the self-referent executive processing model of test anxiety: Control, emotional regulation, self-handicapping, and examination performance

    David W. Putwain

    • Resumen

    págs. 341-358

    
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    Child-perceived teacher emotional support, its relations with teaching practices, and task persistence

    Eve Kikas, Xin Tang

    • Resumen

    págs. 359-374

    
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    The impact of instruction and student characteristics on the development of students’ ability to read texts with instructional pictures

    Britta Oerke, Nele McElvany, Annika Ohle-Peters, Holger Horz, Mark Ullrich

    • Resumen

    págs. 375-395

    
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    Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school

    Ashenafi Kassahun Edossa, Nora Neuenhaus, Cordula Artelt, Klaus Lingel, Wolfgang Schneider

    • Resumen

    págs. 397-416

    
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    Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

    Gabrijela Aleksić, Christine Merrell, Dieter Ferring, Peter Tymms, Jasmina Klemenović

    • Resumen

    págs. 417-438

    
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    Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade

    Jean-Paul Fischer, Emmanuel Sander, Gérard Sensevy, Bruno Vilette, Jean François Richard

    • Resumen

    págs. 439-456

    
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    Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?

    Eva Kyndt, Vincent Donche, Liesje Coertjens, Tine Van Daal, David Gijbels, Peter Van Petegem

    • Resumen

    págs. 457-478

    
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    Systemizing and the gender gap: examining academic achievement and perseverance in STEM

    Tomas Jungert, Kyle Hubbard, Helena Dedic, Steven Rosenfield

    • Resumen

    págs. 479-500