European Journal of Psychology of Education

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  Año 2024, Vol. 39, Número 4

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    Perspectives on authentic learning

    Valentina Nachtigall, Joachim Wirth

    págs. 3213-3225

    
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    Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity

    Sarah Bichler, Michael Sailer, Elisabeth Bauer, Jan Kiesewetter, Hanna Härtl, Martin R. Fischer, Frank Fischer

    • Resumen

    págs. 3227-3252

    
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    Perceived authenticity across three forms of educational simulations—the role of interactant representation, task alignment, and continuity of simulation

    Caroline Corves, Matthias Stadler, Martin R. Fischer

    • Resumen

    págs. 3253-3275

    
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    What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

    Kathleen Stürmer, Tim Fütterer, Stephanie Kron, Daniel Sommerhoff, Stefan Ufer

    • Resumen

    págs. 3277-3299

    
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    Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models

    Ramona Hagenkötter, Valentina Nachtigall, Katrin Rolka, Nikol Rummel

    • Resumen

    págs. 3301-3324

    
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    Students’ perceived authenticity and understanding of authentic research while experimenting in a non-formal learning setting

    Sarah Hohrath, Sandra Aßmann, Heiko Krabbe, Maria Opfermann

    • Resumen

    págs. 3325-3349

    
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    Exploring the impact of authentic learning activities on school students’ epistemic beliefs in the social sciences and humanities

    Valentina Nachtigall, Angelina Firstein

    • Resumen

    págs. 3351-3379

    
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    Supporting students’ inquiry through doubly authentic learning designs: four configurations of interests, domain, and identity

    Liat Rahmian, Yotam Hod, Guangji Yuan, Jianwei Zhang

    • Resumen

    págs. 3381-3402

    
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    To choose or not to choose? Effects of choice in authentic context-based learning environments

    Fabien Güth, Helena van Vorst

    • Resumen

    págs. 3403-3433

    
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    The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning

    Stephanie Moser, Doris Lewalter

    • Resumen

    págs. 3437-3462

    
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    Becoming aware of an authentic historic place: effects on affective and cognitive outcomes

    Melissa Ries, Stephan Schwan

    • Resumen

    págs. 3463-3482

    
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    The authenticity dilemma: towards a theory on the conditions and effects of authentic learning

    Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel

    • Resumen

    págs. 3483-3509

    
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    Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes

    Einat Elizarov, Yair Ziv, Maya Benish-Weisman

    • Resumen

    págs. 3511-3536

    
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    Personal values, subjective wellbeing, and the effects of perceived social support in childhood: A pre-registered study

    Patricia R. Collins, Joanne N. Sneddon, Julie Anne Lee

    • Resumen

    págs. 3537-3560

    
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    Peers and value preferences among adolescents in school classes: a social network and longitudinal approach

    Jan Cieciuch, Maria Kwiatkowska, Martin Kindschi, Eldad Davidov, René Algesheimer

    • Resumen

    págs. 3561-3583

    
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    A web-based prosocial intervention can shape adolescents’ values: findings from a mixed-methods study

    Claudia Russo, Anna K. Döring, Daniela Barni

    • Resumen

    págs. 3585-3606

    
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    Giving voice to educators: Primary school teachers explain how they promote values to their pupils

    Anna K. Döring, Emma Jones, Thomas P. Oeschger, Elena Makarova

    • Resumen

    págs. 3607-3631

    
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    The interplay between teachers’ value-related educational goals and their value-related school climate over time

    Thomas P. Oeschger, Elena Makarova, Evren Raman, Beatrice Hayes, Anna K. Döring

    • Resumen

    págs. 3633-3660

    
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    The values of schools: an analysis of vision statements

    Ella Daniel, Sharon Arieli, Liat Akerman

    • Resumen

    págs. 3661-3683

    
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    Academic, emotional, and social experiences of gifted and non-gifted high school students during the COVID-19 pandemic

    Neža Podlogar, Anja Podlesek, Mojca Jurisevic

    • Resumen

    págs. 3685-3707

    
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    School adjustment in adolescence explained by social support, resilience and positive affect

    Lorea Azpiazu Izaguirre, Iratxe Antonio Agirre, Iker Izar de la Fuente Díaz de Cerio, Oihane Fernández Lasarte

    • Resumen

    págs. 3709-3728

    
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    Kindergarten children’s academic engagement: A dual-pathway model including social information processing, social behavior in class, and teacher–child relationship quality

    Einat Elizarov, Amanda Czik, Yair Ziv

    • Resumen

    págs. 3729-3749

    
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    Mediation of study habits and techniques between music training and academic achievement in children

    Katya Martin Requejo, Alejandro González Andrade, Aitor Álvarez Bardón, Sandra Santiago Ramajo

    • Resumen

    págs. 3751-3765

    
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    How vocabulary knowledge and grammar knowledge influence L2 reading comprehension: a finer-grained perspective

    Huilin Chen, Huan Mei

    • Resumen

    págs. 3767-3789

    
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    Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction

    Lin Zhang, John Sweller

    • Resumen

    págs. 3791-3801

    
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    The sound of silence: children’s own perspectives on their hearing and listening in classrooms with different acoustic conditions

    Giulia Vettori, Laura Di Leonardo, Simone Secchi, Lucia Bigozzi

    • Resumen

    págs. 3803-3823

    
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    Construction of professional identity in novel teachers. Learning experiences: help or hindrance?

    Jorge Eduardo Chavez Rojas, Jaime Fauré, Juan Pablo Barril, Jesús Almuna 

    • Resumen

    págs. 3825-3840

    
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    Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries

    Suha M. Al-Hassan, Natasha Duell, Jennifer E. Lansford, Kenneth A. Dodge, Sevtap Gurdal, Qin Liu, Long Qian, Paul Oburu, Concetta Pastorelli, Ann T. Skinner, Emma Sorbring, Laurence D. Steinberg, Sombat Tapanya, Liliana M. Uribe Tirado, Saengduean Yotanyamaneewong, Liane Peña Alampay, Dario Bacchini, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, Laura Di Giunta

    • Resumen

    págs. 3841-3866

    
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    He’s up to no good, is he? Teachers’ self-efficacy as related to gender role attitudes and schools’ sex composition

    Lennart Van Eycken, Jannick Demanet, Mieke Van Houtte

    • Resumen

    págs. 3867-3892

    
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    Academic self-concept, achievement, and goal orientations in different learning environments

    Olga Steinberg, Stefan Kulakow, Diana Raufelder

    • Resumen

    págs. 3893-3917