European journal of psychology of education

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  Año 2023, Vol. 38, Número 1

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    The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time

    Gaetana Affuso, Anna Zannone, Concetta Esposito, Maddalena Pannone, Grazia De Angelis, Serena Aquilar, Mirella Dragone, Dario Bacchini, Maria Concetta Miranda

    • Resumen

    págs. 1-23

    
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    How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

    Thibault Coppe, Christelle Devos, Stéphane Colognesi

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    págs. 25-42

    
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    The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

    Chloé Meredith, Nienke M. Moolenaar, Charlotte Struyve, Machteld Vandecandelaere, Sarah Gielen, Eva Kyndt

    • Resumen

    págs. 43-62

    
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    Comparing the behavioural differences of teachers and students in learner-centred classrooms between China and the USA

    Hong-Yu Cheng, Xiao-Xue Mei, Ru-Meng Tian

    • Resumen

    págs. 63-82

    
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    Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

    Katelijne Barbier, Elke Struyf, Karine Verschueren, Vincent Donche

    • Resumen

    págs. 83-107

    
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    An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions

    Tommaso Feraco, Dario Resnati, Davide Fregonese, Andrea Spoto, Chiara Meneghetti

    • Resumen

    págs. 109-130

    
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    Psychological need satisfaction and academic stress in college students: mediator role of grit and academic self-efficacy

    Esra Çınar-Tanrıverdi, Aynur Karabacak-Çelik

    • Resumen

    págs. 131-160

    
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    ‘It’s a life-changing point for me’: critical consciousness, collective empowerment and global awareness as activist identity change in ‘popular education’

    Sarah Jay, Maura Adshead, Sahra Ryklief

    • Resumen

    págs. 161-178

    
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    Suppressing the expression of prejudice and prejudice reduction from childhood to adolescence: the view of genetic social psychology

    Marios Kyriakides, Charis Psaltis

    • Resumen

    págs. 179-202

    
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    The Sequential Composition of Collaborative Groups’ Emotion Regulation in Negative Socio-emotional Interactions

    Kristiina Mänty, Hanna Järvenoja, Tiina Törmänen

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    págs. 203-224

    
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    Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

    Evelyn Bosma, Arthur Bakker, Linda Zenger, Elma Blom

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    págs. 225-247

    
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    Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect

    Konstantina Falanga, Eleftheria Gonida, Dimitrios Stamovlasis

    • Resumen

    págs. 249-268

    
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    Different associations of parental involvement with children’s learning of Chinese, English, and math: a three-wave longitudinal study

    He Wang, Yinghe Chen, Xiujie Yang, Xiao Yu, Kaiyi Zheng, Qinyi Lin, Xuanzhou Cheng, Ting He

    • Resumen

    págs. 269-285

    
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    The influence of socioeconomic status, working memory and academic self-concept on academic achievement

    Johann Chevalère, Loreleï Cazenave, Robin Wollast, Mickaël Berthon, Rubén Martínez, Vincent Mazenod, Marie Claude Borion, Delphine Pailler, Nicolas Rocher, Rémi Cadet, Catherine Lenne, Norbert Maïonchi-Pino, Pascal Huguet

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    págs. 287-309

    
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    Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

    Riikka-Maija Mononen, Markku Niemivirta

    • Resumen

    págs. 311-332

    
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    Students home alone—profiles of internal and external conditions associated with mathematics learning from home

    Sarah I. Hofer, Frank Reinhold, Marco Koch

    • Resumen

    págs. 333-366

    
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    When ethnic minority students are judged as more suitable for the highest school track: a shifting standards experiment

    Anna K. Nishen, Katja Corcoran, Katharina Holder, Ursula Kessels

    • Resumen

    págs. 367-387

    
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    Beyond ‘migrant background’: how to select relevant, social justice oriented, and feasible social categories in educational research

    Jana Vietze, Miriam Schwarzenthal, Ursula Moffitt, Sauro Civitillo

    • Resumen

    págs. 389-408

    
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    Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

    Nadine Großmann, Natalia Hofferber, Matthias Wilde, Melanie Basten

    • Resumen

    págs. 409-434

    
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    Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes

    Antonia Ladewig, Olaf Köller, Knut Neumann

    • Resumen

    págs. 435-454