British journal of educational psychology

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  Año 2009, Número 1

  • The teacher's role in promoting collaborative dialogue in the classroom.

    Noreen M. Webb

    págs. 1-28

    

  • Experimental study of teaching critical thinking in civic education in Taiwanese junior high school.

    Shu Ching Yang, Tung-Yu Chung

    págs. 29-55

    

  • The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning.

    Eline Sierens, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, Filip Dochy

    págs. 57-68

    

  • The impact of a peer counselling scheme to address bullying in an all-girl London secondary school: A short-term longitudinal study.

    Catherine Houlston, Peter K. Smith

    págs. 69-86

    

  • Understanding students' motivation in project work: A 2 × 2 achievement goal approach.

    Woon Chia Liu, C.K. John Wang, Oon Seng Tan, Jessie Ee, Caroline Koh

    págs. 87-106

    

  • Acquisition of relations between the conceptual and linguistic dimensions of linearization in descriptive text composition in grades five to nine: A comparison with oral production.

    Monik Favart, Jean-Michel Passerault

    págs. 107-130

    

  • University students' achievement goals and approaches to learning in mathematics.

    Francisco Cano García, Ana Belén García Berbén

    págs. 131-153

    

  • Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established.

    Huy P. Phan

    págs. 155-173

    

  • Increase in counselling communication skills after basic and advanced microskills training.

    Jeroen Kuntze, Henk T. van der Molen, Marise Ph. Born

    págs. 175-188

    

  • Hardiness commitment, gender, and age differentiate university academic performance.

    Michael Sheard

    págs. 189-204