British journal of educational psychology

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  Año 2010, Número 4

  • Supporting early oral language skills for English language learners in inner city preschool provision.

    Julie E. Dockrell, Stuart Morag, Diane King

    págs. 497-515

    

  • The effects of phonological awareness of Zulu-speaking children learning to spell in English: A study of cross-language transfer.

    Diane Soares De Sousa, Kirston Greenop, Jessica Fry

    págs. 517-533

    

  • Conceptions of learning and approaches to studying among White and ethnic minority students in distance education.

    John T. E. Richardson

    págs. 535-556

    

  • Example-based learning: Effects of model expertise in relation to student expertise.

    Paul Boekhout, Tamara van Gog, Margje W. J. van de Wiel, Dorien Gerards-Last, Jacques Geraets

    págs. 557-566

    

  • Working memory and cognitive styles in adolescents' attainment.

    Tracy Packiam Alloway, Gloria E. Banner, Patrick Smith

    págs. 567-581

    

  • Students' daily emotions in the classroom: Intra-individual variability and appraisal correlates.

    Wondimu Ahmed, G. van der Werf, Alexander Minnaert, Hans Kuyper

    págs. 583-597

    

  • The temporal stability and predictive validity of pupils' causal attributions for difficult classroom behaviour.

    Nathan Lambert, Andy Miller

    págs. 599-622

    

  • Reciprocal relationships between value orientation and motivational interference during studying and leisure.

    Manfred Hofer, Sebastian Schmid, Stefan Fries, Britta Kilian, Claudia Kuhnle

    págs. 623-645

    

  • Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction.

    Vassilis Barkoukis, Martin S. Hagger, George Lambropoulos, Haralambos Tsorbatzoudis

    págs. 647-670

    

  • A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

    Åge Diseth, Therese Kobbeltvedt

    págs. 671-687

    

  • Causal ordering of academic self-concept and achievement: Effects of type of achievement measure.

    Maarten Pinxten, Bieke De Fraine, Jan van Damme, Ellen D'Haenens

    págs. 689-709

    

  • Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

    Frédéric Guay, Julien Chanal, Catherine Ratelle, Herbert W. Marsh, Simon Larose, Michel Boivin

    págs. 711-735