European journal of psychology of education

• 

  Año 2022, Vol. 37, Número 3

  • Seleccionado

    Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1

    Jean Ecalle, Annie Magnan, Pauline Auphan, Christophe Gomes, Laurent Cros, Bruno Suchaut

    • Resumen

    págs. 605-625

    
  • Seleccionado

    Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics

    Tatiana Diebold, Sonja Perren

    • Resumen

    págs. 627-648

    
  • Seleccionado

    Orchestrating children’s action: an in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting

    Marilena Fatigante, Lilia Antici, Christina Zucchermaglio, Valentina Fantasia, Francesca Alby

    • Resumen

    págs. 649-679

    
  • Seleccionado

    Home activities and cognitive skills in relation to early literacy and numeracy: Testing a multifactorial model in preschoolers

    Paola Bonifacci, Nicole Trambagioli, Luca Bernabini, Valentina Tobia

    • Resumen

    págs. 681-705

    
  • Seleccionado

    Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity

    Jone Sagastui Aguayo, Elena Herrán Izagirre, María Teresa Anguera Argilaga

    • Resumen

    págs. 707-728

    
  • Seleccionado

    Work-family conflict and facilitation among teachers in Israel and Switzerland

    Ina Ben-Uri, Giuseppe Melfi, Francesco Arcidiacono, Antonio Bova

    • Resumen

    págs. 729-744

    
  • Seleccionado

    A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?

    Tünde Kovács, Katarina Mićić, Selena Vračar

    • Resumen

    págs. 745-764

    
  • Seleccionado

    Student perceptions of interpersonal justice, engagement, agency and anger: A longitudinal study for reciprocal effects

    Consuelo Mameli, Valentina Grazia, Stefano Passini, Luisa Molinari

    • Resumen

    págs. 765-784

    
  • Seleccionado

    Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective

    Italo Testa, Raffaele de Luca Picione, Umberto Scotti di Uccio

    • Resumen

    págs. 785-806

    
  • Seleccionado

    Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation

    De Van Vo, Benö Csapó

    • Resumen

    págs. 807-829

    
  • Seleccionado

    Correction to: Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation

    • Resumen

    pág. 831

    
  • Seleccionado

    Cognitive engagement in self-regulated learning: an integrative model

    Shan Li, Susanne P. Lajoie

    • Resumen

    págs. 833-852

    
  • Seleccionado

    Student dropout at university: a phase-orientated view on quitting studies and changing majors

    Lisa Bäulke, Carola Grunschel, Markus Dresel

    • Resumen

    págs. 853-876

    
  • Seleccionado

    The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development

    Ward Nouwen, Noel Clycq, Annemie Struyf, Vincent Donche

    • Resumen

    págs. 877-900

    
  • Seleccionado

    Correction to: The role of work-based learning for student engagement in vocational education and training: an application of the self-system model of motivational development

    • Resumen

    págs. 901-902

    
  • Seleccionado

    School bullying and students’ sense of safety in school: the moderating role of school climate

    Michal Goldberg-Zacharia, Yaacov B. Yablon

    • Resumen

    págs. 903-919

    
  • Seleccionado

    The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach

    Basilie Chevrier, Lyda Lannegrand-Willems

    • Resumen

    págs. 921-947

    
  • Seleccionado

    Achievement of first-year students at the university: a multilevel analysis of the role of background diversity and student engagement

    Laurent Lardy, Pascal Bressoux, Mikaël De Clercq

    • Resumen

    págs. 949-969

    
  • Seleccionado

    Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: A longitudinal study

    Min An, Xiao Zhang, Ying Wang, Jingxin Zhao, Lingyue Kong

    • Resumen

    págs. 971-988

    
  • Seleccionado

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

    • Resumen

    págs. 989-992