British journal of educational psychology

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  Año 2018, Vol. 88, Número 2

  • Scaffolding: Integrating social and cognitive perspectives on children's learning at home

    Nicola Yuill, Amanda Carr

    págs. 171-173

    

  • Scaffolding under the microscope: Applying self‐regulation and other‐regulation perspectives to a scaffolded task

    Georgia Leith, Nicola Yuill, Alison Pike

    págs. 174-191

    

  • Quality of both parents’ cognitive guidance and quantity of early childhood education: Influences on pre‐mathematical development

    Anne Sorariutta, Maarit Silvén

    págs. 192-215

    

  • Culture‐specific links between maternal executive function, parenting, and preschool children's executive function in South Korea

    Min Kyung Lee, Sara Baker, David Whitebread

    págs. 216-235

    

  • The effects of mother‐child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability

    David Tzuriel, Vered Shomron

    págs. 236-260

    

  • Thinking or feeling?: An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language‐impaired and typically developing school‐aged children

    Nicola Yuill, Sarah Little

    págs. 261-283

    

  • Family support and gains in school readiness: A longitudinal study

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

    págs. 284-299

    

  • Training of parental scaffolding in high‐socio‐economic status families: How do parents of full‐ and preterm‐born toddlers benefit?

    Kim Angeles Gärtner, Verena Clara Vetter, Michaela Schäferling, Gitta Reuner, Silke Hertel

    págs. 300-322

    

  • Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme.

    Angelica Moè, Idit Katz, Marianna Alesi

    págs. 323-344