British journal of educational psychology

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  Año 2015, Número 3

  • Academically buoyant students are less anxious about and perform better in high-stakes examinations

    David W. Putwain, Anthony L. Daly, Suzanne Chamberlain, Shireen Sadreddini

    págs. 247-263

    

  • The effects of activating prior topic and metacognitive knowledge on text comprehension scores

    Danny Kostons, G. van der Werf

    págs. 264-275

    

  • The influence of teacher feedback on children's perceptions of student–teacher relationships

    Yvonne Skipper, Karen Douglas

    págs. 276-288

    

  • Perception of students’ intelligence malleability and potential for future success: Unfavourable beliefs towards girls

    Catherine Verniers, Delphine Martinot

    págs. 289-299

    

  • Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text

    Irene-Anna N. Diakidoy, Stelios A. Christodoulou, Georgios Floros, Kalypso Iordanou, Philip V. Kargopoulos

    págs. 300-315

    

  • Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis

    Chong Man Chow, Cin Cin Tan, Duane Buhrmester

    págs. 316-331

    

  • Measuring the foundations of school readiness: Introducing a new questionnaire for teachers – The Brief Early Skills and Support Index (BESSI)

    Claire Hughes, Irenee Daly, Sarah Foley, Naomi White, Rory T. Devine

    págs. 332-356

    

  • How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning

    Susanne Jurkowski, Martin Hänze

    págs. 357-371

    

  • Arguing collaboratively: Argumentative discourse types and their potential for knowledge building

    Mark Felton, Merce García- Milà, Constanza Villarroel, Sandra Gilabert Medina

    págs. 372-386

    

  • Does mood influence text processing and comprehension?: Evidence from an eye-movement study

    Sara Scrimin, Lucia Mason

    págs. 387-406

    

  • Bullying: The impact of teacher management and trait emotional intelligence

    José Antonio Casas Bolaños, Rosario Ortega Ruiz, Rosario del Rey Alamillo

    págs. 407-423

    

  • Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory

    Cesare Cornoldi, Barbara Carretti, Silvia Drusi, Chiara Tencati

    págs. 424-439

    

  • The mediating roles of coping and adjustment in the relationship between personality and academic achievement

    Harsha N. Perera, Peter McIlveen, Mark E. Oliver

    págs. 440-457