European Journal of Psychology of Education

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  Año 2023, Vol. 38, Número 2

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    Executive function training for kindergarteners after the Great East Japan Earthquake: intervention effects

    Noriko Yamamoto, Kyoko Imai-Matsumura

    • Resumen

    págs. 455-474

    
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    Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition: A prospective study

    Luk Van Mensel, Benoît Galand

    • Resumen

    págs. 475-494

    
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    A tool-kit to help students from low socioeconomic status background: A school-based self-regulated learning intervention

    Raquel Azevedo, Pedro Rosário, Paula Magalhaes, José Carlos Núñez Pérez, B. Pereira, A. Pereira

    • Resumen

    págs. 495-518

    
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    The impact of students’ prior attitude on the processing of conflicting videos: A comparison between middle-school and undergraduate students

    Colin Lescarret, Valérie Le Floch, Jean Christophe Sakdavong, Jean-Michel Boucheix, André Tricot, Franck Amadieu

    • Resumen

    págs. 519-544

    
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    Lower grade students tend to give up early in multimedia learning

    Fang Zhao, Robert Gaschler, Inga Wagner, Wolfgang Schnotz

    • Resumen

    págs. 545-565

    
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    Cyberloafing among Gen Z students: the role of norms, moral disengagement, multitasking self-efficacy, and psychological outcomes

    Katarina Katja Mihelic, Vivien Kim Geok Lim, Barbara Culiberg

    • Resumen

    págs. 567-585

    
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    The influence of SES, cognitive, and non-cognitive abilities on grades: Cross-sectional and longitudinal evidence from two Swedish cohorts

    Björn Boman

    • Resumen

    págs. 587-603

    
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    Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

    Norman B. Mendoza, Zi Yan, Ronnel B. King

    • Resumen

    págs. 607-630

    
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    Academic engagement: assessment, conditions, and effects-a study in higher education from the perspective of the person-situation interaction

    Jesús Alonso Tapia, Juan Antonio Huertas Martínez, Enrique Merino Tejedor

    • Resumen

    págs. 631-655

    
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    Testing the relationship between a need thwarting classroom environment and student disengagement

    Olajumoke Beulah Adigun, Ashlyn M. Fiegener, Curt M. Adams

    • Resumen

    págs. 659-673

    
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    Growth mindset and reading proficiency of ESL learners: Examining the role of students’ socioeconomic status using PISA 2018 Philippine data

    Allan B. I. Bernardo

    • Resumen

    págs. 675-693

    
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    Gender-math stereotypes and mathematical performance: The role of attitude toward mathematics and math self-concept

    Fang Xie, Yan Yang, Cong Xiao

    • Resumen

    págs. 695-708

    
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    Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method

    Yi Ding, Kajsa Yang Hansen, Alli Klapp

    • Resumen

    págs. 709-732

    
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    Justifying triangle shapes through their properties in argumentation

    Tsu-Nan Lee

    • Resumen

    págs. 733-749

    
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    A latent profile analysis of homework time, frequency, quality, interest, and favorability: Implications for homework effort, completion, and math achievement

    Jianzhong Xu

    • Resumen

    págs. 751-775

    
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    How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task?

    Yingbin Zhang, Luc Paquette, Ryan S. Baker, Nigel Bosch, Jaclyn Ocumpaugh, Gautam Biswas

    • Resumen

    págs. 777-800

    
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    A longitudinal study on the impact of parental academic support and expectations on students’ academic achievement: The mediating role of happiness

    Guanjun Li, Bingcan Li, Lei Wang, Chunquan Liu, Li Lu

    • Resumen

    págs. 801-818

    
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    Perceived parental monitoring and school motivation during adolescence: A bidirectional model

    Catherine Cimon Paquet, Olivier Gaudet, Jérémie Verner Filion, Marie-Hélène Véronneau

    • Resumen

    págs. 819-839

    
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    Stereotype threat in learning situations? An investigation among language minority students

    Sabrina König, Justine Stang Rabrig, Bettina Hannover, Lysann Zander, Nele McElvany

    • Resumen

    págs. 841-864

    
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    Emotion and its relation to cognition from Vygotsky’s perspective

    Ngo Cong Lem

    • Resumen

    págs. 865-880

    
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    Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions

    Kenneth Silseth, Magnus Hontvedt, Åsa Mäkitalo

    • Resumen

    págs. 881-902

    
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    Should talented students skip a grade? A literature review on grade skipping

    Sébastien Miravete

    • Resumen

    págs. 903-923