British journal of educational psychology

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  Año 2012, Número 2

  • Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

    Sari Mullola, Niklas Ravaja, Jari Lipsanen, Saija Alatupa, Mirka Hintsanen, Markus Jokela, Liisa Keltikangas-Jarvinen

    págs. 185-206

    

  • Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

    David W. Putwain, Wendy Symes

    págs. 207-224

    

  • Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany.

    Maria Sapouna, Dieter Wolke, Natalie Vannini, Scott Watson, Sarah Woods, Wolfgang Schneider, Sibylle Enz, Ruth Aylett

    págs. 225-240

    

  • The influence of norms and social identities on children's responses to bullying.

    Siân E. Jones, Lucia Bombieri, Andrew G. Livingstone, A.S.R. Manstead

    págs. 241-256

    

  • Improving text recall with multiple summaries.

    Hans van der Meij, Jan van der Meij

    págs. 257-269

    

  • Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships?

    Christine M. Rubie-Davies, Annaline Flint, Lyn G. McDonald

    págs. 270-288

    

  • Dyslexia, authorial identity, and approaches to learning and writing: A mixed methods study.

    Julianne Kinder, James Elander

    págs. 289-307

    

  • Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model.

    Ssu-Kuang Chen, Fang-Ming Hwang, Yu-Chen Yeh, Sunny S. J. Lin

    págs. 308-326

    

  • Is no praise good praise? Effects of positive feedback on children's and university students' responses to subsequent failures.

    Yvonne Skipper, Karen Douglas

    págs. 327-339

    

  • The effect of guiding questions on students' performance and attitude towards statistics.

    Luc Budé, Margje W. J. van de Wiel, Tjaart Imbos, Martijn P. F. Berger

    págs. 340-359