European journal of psychology of education

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  Año 2007, Vol. 22, Número 3

  • Seleccionado

    Social psychological analyses of educational dynamics

    Gabriel Mugny, Serge Guimond

    págs. 221-225

    
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    Dealing with a disagreeing partner: Relational and epistemic conflict elaboration

    Céline Darnon, Sébastien Doll, Fabrizio Butera

    • Resumen

    págs. 227-242

    
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    Imitation and performance in confrontations between competent peers: The role of the representation of the task

    Alain Quiamzade

    • Resumen

    págs. 243-258

    
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    Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students

    Brianne Hastie

    • Resumen

    págs. 259-274

    
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    Can we encourage girls’ mobility towards science-related careers? Disconfirming stereotype belief through expert influence

    Leila Selimbegovic, Armand Chatard, Gabriel Mugny

    • Resumen

    págs. 275-290

    
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    Strength in numbers? Women and mathematics

    Ann Beaton, Francine Tougas, Natalie Rinfret, Nathalie Huard, Marie-Noëlle Delisle

    • Resumen

    págs. 291-306

    
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    Can salience of gender identity impair math performance among 7–8 years old girls? The moderating role of task difficulty

    Emmanuelle Neuville, Jean-Claude Croizet

    • Resumen

    págs. 307-316

    
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    Choking under pressure: When an additional positive stereotype affects performance for domain identified male mathematics students

    Harriet E.S. Rosenthal, Richard J. Crisp

    • Resumen

    págs. 317-326

    
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    The influence of the nonverbal behaviour of examiners on children’s psychometric performances

    Loris T. Schiaratura, Françoise Askevis-Leherpeux

    • Resumen

    págs. 327-332

    
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    Social utility, social desirability and scholastic judgments: Toward a personological model of academic evaluation

    Benoît Dompnier, Pascal Bressoux, Pascal Pansu

    • Resumen

    págs. 333-350

    
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    A motivational model of persistence in science education: A self-determination theory approach

    Geneviève L. Lavigne, Robert J. Vallerand, Paule Miquelon

    • Resumen

    págs. 351-369

    
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    Influence of motherhood on the implicit academic self-concept of female college students: Distinct effects of subtle exposure to cues and directed thinking

    Thierry Devos, Erin Viera, Priscila Diaz, Roger Dunn

    • Resumen

    págs. 371-386

    
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    Parents’ own school recollections influence their perception of the functioning of their child’s school

    Hannu Räty

    • Resumen

    págs. 387-398