European journal of psychology of education

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  Año 2013, Vol. 28, Número 4

  • Dynamics of mental model construction from text and graphics

    Ulrike Hochpöchler, Wolfgang Schnotz, Thorsten Rasch, Mark Ullrich, Holger Horz, Nele McElvany, Jürgen Baumert

    • Resumen

    págs. 1105-1126

    

  • Coping strategies and psychological well-being among teacher education students: Coping and well-being in students

    Josep Gustems Carnicer, Caterina Calderón Garrido

    • Resumen

    págs. 1127-1140

    

  • An investigation of the nature of the influences of item stem and option representation on student responses to a mathematics test

    Yi-Hung Lin, Mark Wilson, Ching-Lin Cheng

    • Resumen

    págs. 1141-1161

    

  • Social representations of the development of intelligence, parental values and parenting styles: a theoretical model for analysis

    Isabel Miguel, Joaquim Pires Valentim, Felice Carugati

    • Resumen

    págs. 1163-1180

    

  • Robust and specific personality traits as predictors of adolescents' final grades and GPA at the end of compulsory schooling

    Helena Smrtnik Vitulic, Maja Zupancic

    • Resumen

    págs. 1181-1199

    

  • Construct validity of self-concept in TIMSS's student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

    Maher M. Abu-Hilal, Faisal A. Abdelfattah, Saleh A. Alshumrani, Adel S. Abduljabbar, Herbert W. Marsh

    • Resumen

    págs. 1201-1220

    

  • Personal belief in a just world, experience of teacher justice, and school distress in different class contexts

    Felix Peter, Claudia Dalbert, Matthias Radant, Nils Kloeckner

    • Resumen

    págs. 1221-1235

    

  • Coordinating principles and examples through analogy and self-explanation

    Timothy J. Nokes-Malach, Kurt VanLehn, Daniel M. Belenky, Max Lichtenstein

    • Resumen

    págs. 1237-1263

    

  • First year effects of induction arrangements on beginning teachers' psychological processes

    Michelle Helms-Lorenz, Bert Slof, Wim van de Grift

    • Resumen

    págs. 1265-1287

    

  • Preservice teachers' work stress, self-efficacy, and occupational commitment in four countries

    Robert Klassen, Elaine Wilson, Angela F. Y. Siu, Wanwisa Hannok, Marina W. Wong, Nongkran Wongsri, Panwadee Sonthisap, Chaleosri Pibulchol, Yanisa Buranachaitavee, Anchalee Jansem

    • Resumen

    págs. 1289-1309

    

  • Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

    Pedro Rosário, José Carlos Núñez Pérez, Julio Antonio González-Pienda García, Antonio Valle Arias, Abílio Afonso Lourenço

    • Resumen

    págs. 1311-1331

    

  • School readiness of moderately preterm children at preschool age

    Giovanna Perricone, Maria Regina Morales, Germana Anzalone

    • Resumen

    págs. 1333-1343

    

  • Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children

    Isabel Maria Bjork, Claudine Bowyer-Crane

    • Resumen

    págs. 1345-1360

    

  • Learning styles and approaches to learning in excellent and average first-year university students

    Bernardo Gargallo López, Gonzalo Almerich Cerveró, Jesús M. Suárez Rodríguez, Eloína García Félix, Pedro R. Garfella Esteban

    • Resumen

    págs. 1361-1379

    

  • Inquiring scaffolds in laboratory tasks: an instance of a "worked laboratory guide effect"?

    Florian Scmidt-Borcherding, Martin Hänze, Rita Wodzinksi, Karsten Rincke

    • Resumen

    págs. 1381-1395

    

  • Key words and the analysis of exploratory talk

    Linda Herrlitz-Biró, Ed Elbers, Mariëtte de Haan

    • Resumen

    págs. 1397-1415

    

  • The relationship between prior knowledge and situational interest when reading text

    Mark Peter Schroeder

    • Resumen

    págs. 1417-1433

    

  • Preservice teachers' teacher efficacy beliefs and constructivist-based teaching practice

    Tugba Temiz, Mustafa Sami Topeu

    • Resumen

    págs. 1435-1452

    

  • Preschool children's conversational skills for explaining game rules: communicative guidance strategies as a function of type of relationship and gender

    Christine Sorsana, Nathalie Guizard, Alain Trognon

    • Resumen

    págs. 1453-1475

    

  • Enhancing transfer by learning generalized domain knowledge structures

    Slava Kalyuga

    • Resumen

    págs. 1477-1493

    

  • The role of persistence at preschool age in academic skills at kindergarten

    Irina L. Mokrova, Marion O'Brien, Susan D. Calkins, Esther M. Leerkes, Stuart Marcovitch

    • Resumen

    págs. 1495-1503

    

  • Examining the role of social goals in school: A study in two collectivist cultures

    Ronnel B. King, Dennis M. McInerney, David A. Watkins

    • Resumen

    págs. 1505-1523

    

  • The effect of language on Chinese and American 2- and 3-year olds' small number identification

    Li Xia, Ye Sun, Arthur J. Baroody, David J. Purpura

    • Resumen

    págs. 1525-1542

    

  • The role of educational psychology in teacher education: expert opinions on what teachers should know about learning, development, and assessment

    Hendrik Lohse-Bossenz, Olga Kunina-Habenicht, Mareike Kunter

    • Resumen

    págs. 1543-1565

    

  • Integrated social and emotional guidance: what do secondary education teachers think?

    Karen Jacobs, Elke Struyf

    • Resumen

    págs. 1567-1586

    

  • Multiple causal attributions: An investigation of college students learning a foreign language

    Ying Dong, Robert H. Stupnisky, J. Colleen Berry

    • Resumen

    págs. 1587-1602