British journal of educational psychology

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  Año 2007, Número 2

  • Mental models of learning in distance education

    J.T. Richardson

    págs. 253-270

    

  • Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years.

    K.J. Topping, S. Trickey

    págs. 271-288

    

  • Classroom interactions: Exploring the practices of high- and low-expectation teachers.

    Christine M. Rubie-Davies

    págs. 289-306

    

  • Pupils' over-reliance on linearity: A scholastic effect?

    Wim Van Dooren, Dirk De Bock, Dirk Janssens, Lieven Verschaffel

    págs. 307-321

    

  • Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance.

    Johannes Keller

    págs. 323-338

    

  • Perceptions of athletic competence and fear of negative evaluation during physical education

    Nicola D. Ridgers, Della M.A. Fazey, Stuart Fairclough

    págs. 339-349

    

  • Examining the validity of self-reports on scales measuring students' strategic processing

    Marit S. Samuelstuen, Ivar Bråten

    págs. 351-378

    

  • Do undergraduates' motives for studying change as they progress through their degrees?

    David A. Liebermanh, Richard Remedios

    págs. 379-395

    

  • 'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design.

    Laura Helle, Päivi Tynjälä, Erkki Olkinuora, Kirsti Lonka

    págs. 397-411

    

  • Examining a multidimensional model of student motivation and engagement using a construct validation approach

    Andrew J. Martin

    págs. 413-440

    

  • Bullies and victims at school: Are they the same pupils?

    Mona E. Solberg, Dan Olweus, Inger M. Endresen

    págs. 441-464

    

  • School violence and teacher professional disengagement

    Benoît Galand, Catherine Lecocq, Pierre Philippot

    págs. 465-477

    

  • A comparison of keyboarded and handwritten compositions and the relationship with transcription speed

    Vincent Connelly, Deborah Gee, Elinor Walsh

    págs. 479-492