British journal of educational psychology

• 

  Año 2013, Número 3

  • Evoked prior learning experience and approach to learning as predictors of academic achievement

    Keith Trigwell, Paul Ashwin, Elena S. Millán

    • Resumen

    págs. 363-378

    

  • Making heads or tails of probability: An experiment with random generators

    Kinga Morsanyi, Simon J. Handley, Sylvie Serpell

    • Resumen

    págs. 379-395

    

  • Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers

    Lia M. Daniels, Anne C. Frenzel, Robert H. Stupnisky, Tara L Stewart, Raymond P. Perry

    • Resumen

    págs. 396-413

    

  • A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern

    Luisa Molinari, Consuelo Mameli, Augusto Gnisci

    • Resumen

    págs. 414-430

    

  • To master or perform?: Exploring relations between achievement goals and conceptual change learning.

    John Ranellucci, Krista R. Muis, Melissa Duffy, Xihui Wang, Lavanya Sampasivam, Gina M Franco

    • Resumen

    págs. 431-451

    

  • Strengthening socio-emotional competencies in a school setting: Data from the Pyramid project

    Madeleine Ohl, Pauline Fox, Kathryn Mitchell

    • Resumen

    págs. 452-466

    

  • Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

    Kathleen Stürmer, Karen D. Könings, Tina Seidel

    • Resumen

    págs. 467-483

    

  • The effects of different learning environments on students' motivation for learning and their achievement

    Marlies Baeten, Filip Dochy, Katrien Struyven

    • Resumen

    págs. 484-501

    

  • Questioning and reading goals: Information-seeking questions asked on scientific texts read under different task conditions

    Koto Ishiwa, Vicente Sanjosé, José Otero

    • Resumen

    págs. 502-520

    

  • Developmental relationships between speech and writing: Is verb-phrase anaphora production a special case?

    Morag L. Donaldson, Lynn S. M. Cooper

    • Resumen

    págs. 521-534