European Journal of Psychology of Education

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  Año 2024, Vol. 39, Número 3

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    Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students

    Yuhua Li, Chunyan Liu, Zhenzhen Huo, Libin Zhang, Jingya Han, Quan Li, Tingyong Feng

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    págs. 3029-3045

    
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    Does students’ ADHD diagnosis affect teachers’ school-track decisions?: An experimental study

    Florian Klapproth, Cyrielle Brink

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    págs. 3047-3069

    
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    Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility

    Clarissa Hin Hei Lau, Byunghoon “Tony” Ahn, Meagane Maurice Ventouris, Jason M. Harley

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    págs. 3071-3090

    
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    Investigating factors influencing deep and surface approaches to homework: a multilevel analysis

    Jianzhong Xu

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    págs. 3091-3113

    
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    Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance

    Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi

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    págs. 3115-3138

    
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    Impacts of cooperative learning and a teacher-directed approach on the reading achievement of socio-economically disadvantaged students

    Kingsley Chinaza Nwosu, Gabriel Chidi Unachukwu, Willem Petrus Wahl, Gregory P. Hickman

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    págs. 3139-3160

    
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    A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics

    Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon Turner, Karen Rafferty, Ioana M. Latu

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    págs. 3161-3184

    
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    An arithmetical word problem-solving intervention for disadvantaged French kindergarten children

    Marie Caroline Croset, Sébastien Caudron, Laure Mondelain, Ahmed Zaher, Hamid Chaachoua, Karine Mazens

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    págs. 3185-3211