British journal of educational psychology

• 

  Año 2015, Número 4

  • Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

    Anneke C. Timmermans, Hans Kuyper, Greetje Werf

    págs. 459-478

    

  • Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher?: Testing a new child measure in middle childhood

    Helma M. Y. Koomen, Francine C. Jellesma

    págs. 479-497

    

  • The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement

    Sofie Lietaert, Debora Roorda, Ferre Laevers, Karine Verschueren, Bieke De Fraine

    págs. 498-518

    

  • The relationship between teacher burnout and student motivation

    Bo Shen, Nate McCaughtry, Jeffrey J. Martin, Alex C. Garn, Noel Kulik, Mariane Fahlman

    págs. 519-532

    

  • Reading and spelling skills in German third graders: Examining the role of student and context characteristics

    Antje Suchodoletz, Ross A. A. Larsen, Catherine Gunzenhauser, Anika Fäsche

    págs. 533-550

    

  • The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure

    Giuliana Pinto, Christian Tarchi, Lucia Bigozzi

    págs. 551-569

    

  • A comparison of technologically mediated and face-to-face help-seeking sources

    Philip M. Reeves, Rayne A. Sperling

    págs. 570-584