European journal of psychology of education

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  Año 2017, Vol. 32, Número 3

  • Can visual aids in representational illustrations help pupils to solve mathematical word problems more realistically?

    Tinne Dewolf, Wim Van Dooren, Lieven Verschaffel

    • Resumen

    págs. 335-351

    

  • Developing the concept of perimeter and area in students with learning disabilities (LD)

    Alex Kozulin, Sigalit Kazaz

    • Resumen

    págs. 353-366

    

  • Detrimental effects of immediate explanation feedback

    Julian Roelle, Natalie Rahimkhani-Sagvand, Kirsten Berthold

    • Resumen

    págs. 367-384

    

  • “How do you feel about math?”: Relationships between competence and value appraisals, achievement emotions and academic achievement

    Francisco Peixoto, Cristina Sanches, Lourdes Mata, Vera Monteiro

    • Resumen

    págs. 385-405

    

  • Academic self-concept and achievement in Polish primary schools: Cross-lagged modelling and gender-specific effects

    Paweł Grygiel, Michał Modzelewski, Jolanta Pisarek

    • Resumen

    págs. 407-429

    

  • Comparing problem-based learning students to students in a lecture-based curriculum: Learning strategies and the relation with self-study time

    Marit Wijnen, Sofie M. M. Loyens, Guus Smeets, Maarten Kroeze, Henk T. van der Molen

    • Resumen

    págs. 431-447

    

  • Development of SFON in Ecuadorian Kindergartners

    Gina Bojorque, Joke Torbeyns, Minna M. Hannula Sormunen, Daniël Van Nijlen, Lieven Verschaffel

    • Resumen

    págs. 449-462

    

  • Children with multiple stays at refuges for abused women and their experiences of teacher recognition

    Sabreen Selvik, Arild Raaheim, Carolina Överlien

    • Resumen

    págs. 463-481

    

  • Do teachers’ conflicting testimonies influence children’s decisions about unconventional rules of counting?

    Ileana Enesco Arana, Purificación Rodríguez Marcos, María Oliva Lago Marcos, Cristina Dopico Crespo, Ana Escudero Montero

    • Resumen

    págs. 483-500

    

  • The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools

    Reelika Suviste, Anu Palu, Eve Kikas, Noona Kiuru

    • Resumen

    págs. 501-520