European Journal of Psychology of Education

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  Año 2021, Vol. 36, Número 3

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    Teaching strategies to improve students’ vocabulary and text comprehension

    Triinu Kärbla, Krista Uibu, Mairi Männamaa

    • Resumen

    págs. 553-572

    
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    Does the treatment integrity of a literacy instruction program foster student reading comprehension?: A field experiment

    Sébastien Dellisse, Xavier Dumay, Benoît Galand, Vincent Dupriez, Jean Louis Dufays, Liesje Coertjens, Séverin de Croix, Jessica Penneman

    • Resumen

    págs. 573-597

    
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    How do students integrate multiple texts?: An investigation of top-down processing

    Alexandra List, Hongcui Du, Hye Yeon Lee

    • Resumen

    págs. 599-626

    
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    All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

    Katharina Schnitzler, Doris Holzberger, Tina Seidel

    • Resumen

    págs. 627-652

    
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    Primary school students’ perceived social support in relation to study engagement

    Pihla Rautanen, Tiina Soini, Kirsi Pyhältö, Janne Pietarinen

    • Resumen

    págs. 653-672

    
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    Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana

    Maxwell Peprah Opoku, Monica Cuskelly, Scott J. Pedersen, Christopher S. Rayner

    • Resumen

    págs. 673-691

    
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    Perceived parenting styles, academic achievement, and life satisfaction of college students: The mediating role of motivation orientation

    Euthemia Stavrulaki, Mingfei Li, Juhi Gupta

    • Resumen

    págs. 693-717

    
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    Error handling in the classroom: An experimental study of teachers’ strategies to foster positive error climate

    Annalisa Soncini, M. C. Matteucci, Fabrizio Butera

    • Resumen

    págs. 719-738

    
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    Motivation theory in the school context: Differences in preservice and practicing teachers’ experience, opinion, and knowledge

    Linda Schürmann, Robert Gaschler, Claudia Quaiser-Pohl

    • Resumen

    págs. 739-757

    
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    An intervention promoting understanding of achievement emotions with middle school students

    Daniela Raccanello, Rob Hall

    • Resumen

    págs. 759-780

    
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    Friends’ influence on the development of academic values in mathematics: Are there differences between female and male dyads?

    Marion Reindl, Burkhard Gniewosz, Markus Dresel

    • Resumen

    págs. 781-797

    
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    Transfer effects of mathematical literacy: An integrative longitudinal study

    Mathias Holenstein, Georg Bruckmaier, Alexander Grob

    • Resumen

    págs. 799-825

    
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    Gender differences in effects of father/mother parenting on mathematics achievement growth: A bioecological model of human development

    Mei-Shiu Chiu

    • Resumen

    págs. 827-844

    
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    The development of computational estimation in the transition from informal to formal mathematics education

    Elke Sekeris, Michaël Empsen, Lieven Verschaffel, Koen Luwel

    • Resumen

    págs. 845-864

    
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    Conceptual distinctions and preferential alignment across rational number representations

    Kailun Qiu, Yunqi Wang

    • Resumen

    págs. 865-881

    
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    Nudging in education: from theory towards guidelines for successful implementation

    Robert J. Weijers, Björn de Koning, Fred Paas

    • Resumen

    págs. 883-902