British journal of educational psychology

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  Año 2017, Vol. 87, Número 3

  • Math anxiety and its relationship with basic arithmetic skills among primary school children.

    Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, Mikko Aro

    págs. 309-327

    

  • The contribution of parent-child numeracy activities to young Chinese children's mathematical ability

    Qi Huang, Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song

    págs. 328-344

    

  • The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether

    Sanne Van Craeyevelt, Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, Hilde Colpin

    págs. 345-364

    

  • Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment

    Alexandria Crampton, James Hall

    págs. 365-382

    

  • Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Construct validity of the Wechsler Intelligence Scale for Children - FourthWechsler and Cattell-Horn-Carroll model comparisons with 15 subtests

    Gary L. Canivez, Marley W. Watkins, Rebecca Good, Kate James, Trevor James

    págs. 383-407

    

  • An unintentional pro-Black bias in judgement among educators

    Jordan R. Axt

    págs. 408-421

    

  • Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students

    Scott A. Chamberlin, Alan D. Moore, Kelly Parks

    págs. 422-437

    

  • Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills

    George K. Georgiou, Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi

    págs. 438-455

    

  • Individual, social, and family factors associated with high school dropout among low- SES youth: Differential effects as a function of immigrant status

    Isabelle Archambault, Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie McAndrew

    págs. 456-477

    

  • Self-concept mediates the relation between achievement and emotions in mathematics

    Jojanneke P. J. Van der Beek, Sanne H. G. Van der Ven, Evelyn H. Kroesbergen, Paul P. M. Leseman

    págs. 478-495