European journal of psychology of education

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  Año 2021, Vol. 36, Número 1

  • Mechanisms mediating the relation between reading self-concept and reading comprehension

    Franziska Maria Locher, Sarah Becker, Irene M. Schiefer, Maximilian Pfost

    • Resumen

    págs. 1-20

    

  • Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness

    Jelena Zarić, Marcus Hasselhorn, Telse Nagler

    • Resumen

    págs. 21-43

    

  • Language in science performance: do good readers perform better?

    Nadine Cruz Neri, Karin Guill, Jan Retelsdorf

    • Resumen

    págs. 45-61

    

  • Precocious readers: a cognitive or a linguistic advantage?

    Timothy C. Papadopoulos, George Spanoudis, Christiana Ktisti, Argyro Fella

    • Resumen

    págs. 63-90

    

  • Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems

    Chao-Jung Wu, Chia-Yu Liu, Chung-Hsuan Yang, Yu-Cin Jian

    • Resumen

    págs. 91-108

    

  • Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

    Kamila Urban, Marek Urban

    • Resumen

    págs. 109-124

    

  • Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

    Fabian Lang, Yvonne Kammerer, Peter H. Gerjets, Kathleen Stürmer

    • Resumen

    págs. 125-146

    

  • Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

    Andras Csanadi, Ingo Kollar, Frank Fischer

    • Resumen

    págs. 147-168

    

  • Examining the behavioral features of Chinese teachers and students in the learner-centered instruction

    Hong-Yu Cheng, Qian-Ting Ding

    • Resumen

    págs. 169-186

    

  • The benefit of combining teacher-direction with contrasted presentation of algebra principles

    Esther Ziegler, Peter A. Edelsbrunner, Elsbeth Stern

    • Resumen

    págs. 187-218

    

  • Teacher burnout profiles and proactive strategies

    Kirsi Pyhältö, Janne Pietarinen, Kaisa Haverinen, Lotta Tikkanen, Tiina Soini

    • Resumen

    págs. 219-242