British journal of educational psychology

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  Año 2005, Número 3

  • The equal environments assumption of classical twin studies may not hold

    K. Richardson

    págs. 339-350

    

  • Learning to reflect and to attribute constructively as basic components of self-regulated learning

    E. De Corte, C. Masui

    págs. 351-372

    

  • Self-managed learning groups in higher education: Students' perceptions of process and outcomes

    A. Lizzio, K. Wilson

    págs. 373-390

    

  • Does priming for mastery goals improve the performance of students with an entity view of ability?

    T. Thompson

    págs. 391-410

    

  • A test of self-determination theory in school physical education

    M. Standage, N. Ntoumanis, J. L. Duda

    • Resumen

    págs. 411-434

    

  • I used to like it but now I don't: The effect of the transfer test in Northern Ireland on pupils' intrinsic motivation

    R. Remedios, K. Ritchie, D. A. Lieberman

    págs. 435-452

    

  • The relationship between bullying and self-worth in children with movement coordination problems

    J. P. Piek, N. C. Barrett, L. S. R. Allen

    págs. 453-464

    

  • Anti-bullying intervention: Implementation and outcome

    C. Salmivalli, A. Kaukiainen

    págs. 465-488

    

  • National campaign effects on secondary pupils' bullying and violence

    T. Mooij

    págs. 489-511