European journal of psychology of education

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  Año 2019, Vol. 34, Número 1

  • Persons pursuing multiple objects of interest in multiple contexts

    Sanne Akkerman, Arthur Bakker

    • Resumen

    págs. 1-24

    

  • Adolescents’ interest experience in daily life in and across family and peer contexts

    Esther Slot, Sanne Akkerman, Theo Wubbels

    • Resumen

    págs. 25-43

    

  • At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?

    Maarten Pinxten, Carolien Van Soom, Christine M. Peeters, Tinne De Laet, Greet Langie

    • Resumen

    págs. 45-66

    

  • The directional links between students’ academic motivation and social integration during the first year of higher education

    Dorien Noyens, Vincent Donche, Liesje Coertjens, Tine Van Daal, Peter Van Petegem

    • Resumen

    págs. 67-86

    

  • Children learning a concept with a book and an e-book: A comparison with matched instruction

    Gabriela Raynaudo, Olga Alicia Peralta de Mendoza

    • Resumen

    págs. 87-99

    

  • Supporting the education and well-being of children who are looked-after: What is the role of the virtual school?

    Helen Drew, Robin Banerjee

    • Resumen

    págs. 101-121

    

  • The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions

    Femke E. Stad, Karl Wiedl, Bart Vogelaar, Merel Bakker, Wilma C. M. Resing

    • Resumen

    págs. 123-146

    

  • Developmental trajectories of goal orientations and math skills from grades 7 to 9

    Kaja Mädamürk, Eve Kikas

    • Resumen

    págs. 147-167

    

  • Using the theory of planned behavior to predict teachers’ likelihood of taking a competency-based approach to instruction

    Anna Lenski, Dirk Richter, Oliver Lüdtke

    • Resumen

    págs. 169-186

    

  • Why teachers cooperate: An expectancy-value model of teacher cooperation

    Kerstin Drossel, Birgit Eickelmann, Stefanie van Ophuysen, Wilfried Bos

    • Resumen

    págs. 187-208

    

  • Intercultural practices and inclusive education in Europe: Can migration be a resource for individual and societal development?

    Ylenia Passiatore, Sabine Pirchio, Giuseppe Carrus, Fridanna Maricchiolo, Caterina Fiorilli, Francesco Arcidiacono

    • Resumen

    págs. 209-224

    

  • Children’s interethnic relationships in multiethnic primary school: Children’s interethnicResults of an inclusive language learning intervention on children with native and immigrant background in Italy

    Sabine Pirchio, Ylenia Passiatore, Giuseppe Carrus, Traute Taeschner

    • Resumen

    págs. 225-238

    

  • Transitions in the representation and implementation of a language-learning project within a multicultural context

    Francesco Arcidiacono, Sheila Padiglia, Céline Miserez Caperos

    • Resumen

    págs. 239-254

    

  • The influence of collaborative language learning on cognitive control in unbalanced multilingual migrant children

    Martha Gilmore Robinson, Antonella Sorace

    • Resumen

    págs. 255-272