British journal of educational psychology

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  Año 2007, Número 3

  • Relations among competence beliefs, utility value, achievement goals, and effort in mathematics

    Roch Chouinard, Thierry Karsenti, Normand Roy

    págs. 501-517

    

  • Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds

    Saskia de Graaff, Ludo Verhoeven, Anna M. T. Bosman, Fred Hasselman

    págs. 519-539

    

  • Learning and memory of factual content from narrative and expository text

    Michael B. W. Wolfe,, Joseph A Mienko

    págs. 541-564

    

  • The effects of adapting a writing course to students' writing strategies

    Marleen Kieft, Gert Rijlaarsdam, David Galbraith, Huub van den Bergh

    págs. 565-578

    

  • Test anxiety in UK schoolchildren: Prevalence and demographic patterns

    David W. Putwain

    págs. 579-593

    

  • Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals

    Angeliki Leondari, Eleftheria Gonida

    págs. 595-611

    

  • The effects of selective schooling and self-concept on adolescents' academic aspiration: An examination of Dweck's self-theory

    Anni Ahmavaara, Diane Houston

    págs. 613-632

    

  • Understanding teachers' perceptions of the motor difficulties of children with developmental coordination disorder (DCD)

    Lisa M. Rivard, Cheryl A Missiuna, Steven Hanna, Laurie Wishart

    págs. 633-648

    

  • Teacher responses to bullying in relation to moral orientation and seriousness of bullying

    Alicia A. Ellis, Rosalyn Shute

    págs. 649-663

    

  • Developing identities and attitudes in musicians and classroom music teachers

    David J. Hargreaves, Ross M. Purves, Graham Welch, Nigel A. Marshall

    págs. 665-682

    

  • Comparing dichotomous and trichotomous approaches to achievement goal theory: An example using motivational regulations as outcome variables

    Vassilis Barkoukis, Nikos Ntoumanis, Nikitas Nikitaras

    págs. 683-702

    

  • Future time orientation predicts academic engagement among first-year university students

    Louise Horstmanshof, Craig Zimitat

    págs. 703-718

    

  • The revised learning process questionnaire: A validation of a Western model of students' study approaches to the South Pacific context using confirmatory factor analysis

    Huy P. Phan, Bisun Deo

    págs. 719-739