European journal of psychology of education

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  Año 2020, Vol. 35, Número 2

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    Talking about cultural diversity at school: Dialogical tensions and obstacles to secondarisation

    Michèle Grossen, Nathalie Muller Mirza

    • Resumen

    págs. 243-264

    
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    The emergence of gestures in the first year of life in the Infant School classroom

    Irene Guevara de Haro, Iván Moreno Llanos, Cintia Rodríguez Garrido

    • Resumen

    págs. 265-287

    
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    Effects of critical thinking on multiple-document comprehension

    Christian Tarchi, Lucia Mason

    • Resumen

    págs. 289-313

    
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    What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies

    Amelie Rogiers, Emmelien Merchie, Hilde Van Keer

    • Resumen

    págs. 315-332

    
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    An explicit multicomponent alphabet writing instruction program in grade 1 to improve writing skills

    Natalie Lavoie, Marie-France Morin, Mélissa Coallier, Denis Alamargot

    • Resumen

    págs. 333-355

    
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    The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students in a perimeter comparison task: The perspective of cognitive load

    Ying Liu, Ru-de Liu, Jon R. Star, Jia Wang, Huimin Tong

    • Resumen

    págs. 357-380

    
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    Predictors of self-reported and peer-reported victimization and bullying behavior in early adolescents: The role of school, classroom, and individual factors

    Katja Kosir, Lucia Klasinc, Tanja Špes, Tina Pivec, Gašper Cankar, Marina Horvat

    • Resumen

    págs. 381-402

    
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    Sex differences in achievement goals: Do school subjects matter?

    Linda Wirthwein, Jörn R. Sparfeldt, Anke Heyder, Susanne R. Buch, Detlef H. Rost, Ricarda Steinmayr

    • Resumen

    págs. 403-427

    
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    Mastery goal orientations and subjective well-being in school among elementary school students: The mediating role of school engagement

    Hui Yi, Lili Tian, E. Scott Huebner

    • Resumen

    págs. 429-450

    
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    Longitudinal predictions between temperamental sensitivities and achievement goal orientations in the early school years

    Anna Maria Rawlings, Anna Tapola, Markku Niemivirta

    • Resumen

    págs. 451-475

    
  • Seleccionado

    Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

    Lisa Bardach, Marko Lüftenegger, Sophie Oczlon, Christiane Spiel, Barbara Schober

    • Resumen

    págs. 477-493