European journal of psychology of education

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  Año 2017, Vol. 32, Número 1

  • Symbolic resources and sense-making in learning and instruction

    Tania Zittoun

    • Resumen

    págs. 1-20

    

  • Forms of school experience in France’s vocational training track students

    Valerie Capdevielle Mougnibas, Amélie Courtinat

    • Resumen

    págs. 21-38

    

  • Transition from high school to university: a person-centered approach to academic achievement

    Mikaël De Clercq, Benoît Galand, Mariane Frenay

    • Resumen

    págs. 39-59

    

  • Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress

    Christelle Devos, Gentiane Boudrenghien, Nicolas van der Linden, Assaad Azzi, Mariane Frenay, Benoît Galand, Olivier Klein

    • Resumen

    págs. 61-77

    

  • A closer look at social skills and school performance: students’ peer relations skills and assertion skills as predictors for their written and oral performances

    Susanne Jurkowski, Martin Hänze

    • Resumen

    págs. 79-95

    

  • Grades degrade group coordination: Grades dedeteriorated interactions and performance in a cooperative motor task

    Anne Sophie Hayek, Claudia Toma, Sofia Guidotti, Dominique Oberlé, Fabrizio Butera

    • Resumen

    págs. 97-112

    

  • The effects of expectancy-incongruent feedback and self-affirmation on task performance of secondary school students

    Christiane Baadte, Friederike Kurenbach

    • Resumen

    págs. 113-131

    

  • Teachers’ reasons for using peer assessment: positive experience predicts use

    Ernesto Panadero, Gavin T. L. Brown

    • Resumen

    págs. 133-156