European journal of psychology of education

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  Año 2011, Vol. 26, Número 2

  • Fifth graders metacognitive knowledge: general or domain-specific?

    Nora Neuenhaus, Cordula Artelt, Klaus Lingel, Wolfang Schneider

    • Resumen

    págs. 163-178

    

  • Stimulating situational interest and student questioning through three types of historical introductory texts

    Albert Logtengerg, Carla Van Boxtel, Bernadette van Hout-Wolters

    • Resumen

    págs. 179-198

    

  • French nursery schools and German kindergartens: effects of individual and contextual variables on early learning

    Youssef Tazouti, Caroline Viriot-Goeldel, Cornélie Matter, Anémone Geiger-Jaillet, Carol Rita, Dominique Deviterne

    • Resumen

    págs. 199-213

    

  • The construction of a double-entry table: a study of primary and secondary school students' difficulties

    Eduardo Martí, Merce García- Milà, Fernando Gabucio Cerezo, Katerina Konstantinidou

    • Resumen

    págs. 215-234

    

  • Bullying in Italian schools: the role of perceived teacher unfairness

    Massimo Santinello, Alessio Vieno, Roberto De Vogli

    • Resumen

    págs. 235-246

    

  • Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers

    Moshé Tatar, Ina Ben-Uri, Gabriel Horenczyk

    • Resumen

    págs. 247-255

    

  • Theories of mind and personal epistemology: their interrelation and connection with the concept of metacognition

    Annick Fagnant, Marcel Crahay

    • Resumen

    págs. 257-271

    

  • Negative expertise: comparing differently tenured elder care nurses' negative knowledge

    Martin Gartmeier, Erno Lehtinen, Hans Gruber, Helmut Heid

    • Resumen

    págs. 273-302