European Journal of Psychology of Education

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  Año 2024, Vol. 39, Número 4

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    The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model

    Jie Xu, Dan Cai

    • Resumen

    págs. 3919-3941

    
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    A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

    Tali Spiegel, Amy Nivette

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    págs. 3943-3962

    
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    Exploring learner profiles among low-educated adults in second-chance education: individual differences in quantity and quality of learning motivation and learning strategies

    Bea Mertens, Sven De Maeyer, Vincent Donche

    • Resumen

    págs. 3963-3987

    
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    Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students

    Iustina Alexandra Groza, Marius Ciprian Ceobanu, Cristina Maria Tofan

    • Resumen

    págs. 3989-4001

    
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    Equal opportunities for non-traditional students? Dropout at a private German distance university of applied sciences

    Clemens Klinke, Katharina Kulle, Bettina Schreyögg, Katharina Fischer, Marcus Eckert

    • Resumen

    págs. 4003-4024

    
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    Parents’ perceptions of their child’s school adjustment during the COVID-19 pandemic: a person-oriented approach

    Sanni Pöysä, Noona Kiuru, Joona Muotka, Matilda Sorkkila, Minna Palmu, Katarina Perander, Marja-Kristiina Lerkkanen, Eija Pakarinen

    • Resumen

    págs. 4025-4045

    
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    Teacher autonomy support counters declining trend in intrinsic reading motivation across secondary school

    Laura Engler, Andrea Westphal

    • Resumen

    págs. 4047-4065

    
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    The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

    Gerda Hagenauer, Diana Raufelder, Mishela Ivanova, Andreas Bach, Doris Ittner

    • Resumen

    págs. 4067-4089

    
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    Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors

    Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson

    • Resumen

    págs. 4091-4111

    
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    A multifactorial model of intrinsic / environmental motivators, personal traits and their combined influences on math performance in elementary school

    Antonios Christodoulou, Konstantinos Tsagkaridis, Amaryllis‑Chryssi Malegiannaki

    • Resumen

    págs. 4113-4135

    
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    Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test

    Jakob Kelz, Georg Krammer

    • Resumen

    págs. 4137-4161

    
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    The impact of perceived social support on e-learning engagement among college students

    Xuebin Wang, Yanjun Wang

    • Resumen

    págs. 4163-4180

    
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    Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes

    Francisco Cano García, María del Carmen Pichardo Martínez, Ana Justicia Arráez, Miriam Romero López, Ana Belén García Berbén

    • Resumen

    págs. 4181-4206

    
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    Effects of school-wide positive behavioral interventions and supports on students’ perceptions of teachers’ practices

    Violaine Kubiszewskia, Alexia Carrizales

    • Resumen

    págs. 4207-4229

    
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    Home numeracy environments: effects of socioeconomic status and number book type on mother–child shared reading

    Ivana Noguera, Analía Marcela Salsa

    • Resumen

    págs. 4231-4248

    
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    Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

    Costanza Ruffini, Eva Bei, Chiara Pecini

    • Resumen

    págs. 4249-4273

    
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    Stress and academic achievement among distance university students in Spain during the COVID-19 pandemic: age, perceived study time, and the mediating role of academic self-efficacy

    Emilia Cabras, Pilar Pozo Cabanillas, Juan Carlos Suárez Falcón, Mariagiovanna Caprara, Antonio Contreras Felipe

    • Resumen

    págs. 4275-4295

    
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    The impact of family involvement on students’ social-emotional development: the mediational role of school engagement

    Nerea Martínez Yarza, Josu Solabarrieta Eizaguirre, Rosa Santibáñez Gruber

    • Resumen

    págs. 4297-4327

    
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    Who is really an excellent university student and how to identify them? A development of a comprehensive framework of excellence in higher education

    Ivana Mašková, Dalibor Kučera, Alena Nohavová

    • Resumen

    págs. 4329-4363

    
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    Correlates of creativity and elementary school students’ perceptions of individual and sociocultural factors

    Seokmin Kang, Hye‑Sook Park

    • Resumen

    págs. 4365-4391

    
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    How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

    Anna Muzsnay, Csilla Zámbó, Janka Szeibert, László Bernáth, Brigitta Szilagyi, Csaba Szabó

    • Resumen

    págs. 4395-4415

    
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    Academic motivational resilience and teacher support: academic self-efficacy as a mediator

    Donghyun Kang, Sungyoon Lee, Jeffrey Liew

    • Resumen

    págs. 4417-4435

    
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    The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease

    Andrés Alexis Ramírez Coronel, Jazmín Cevasco, Franco Londra, Gastón Saux

    • Resumen

    págs. 4437-4466

    
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    Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities

    Sonia Lorente Sánchez, Mónica Arnal Palacián, Maximiliano Paredes Velasco

    • Resumen

    págs. 4467-4491

    
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    Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education

    Shonn Cheng, Hsuan‑Pu Chang, Sheng-Shiang Tseng

    • Resumen

    págs. 4493-4514

    
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    Importance of students’ social resources for their academic achievement and well-being in elementary school

    Jakob Schwerter, Justine Stang Rabrig, Ruben Kleinkorres, Johannes Bleher, Philipp Doebler, Nele McElvany

    • Resumen

    págs. 4515-4552

    
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    Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school

    Virginie Fabre, Florence Labrell

    • Resumen

    págs. 4553-4572

    
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    How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics

    Isabel Cuevas Fernández, M. Mar Mateos Sanz, Lidia Casado Ledesma, Ricardo Olmos Albacete, Miriam Granado Peinado, María Luna Chao, Juan Antonio Núñez Cortés, Elena Martín Ortega

    • Resumen

    págs. 4573-4596

    
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    The ups and downs of online intergroup contact interventions: popular narratives and secondary transfer effect

    Simona Oľhová, Monika Brachtlová, Marek Urban

    • Resumen

    págs. 4597-4615

    
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    “I feel self-conscious about my accent”: International students’ communication challenges in the higher education context

    Mostafa Morady Moghaddam

    • Resumen

    págs. 4617-4646