European journal of psychology of education

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  Año 2021, Vol. 36, Número 4

  • Children’s first manifestations of cognitive control in the early years school: The importance of the educational situation and materiality

    Iván Moreno Llanos, Laura A. Zapardiel, Cintia Rodríguez Garrido

    • Resumen

    págs. 903-922

    

  • Contrasting executive function development among primary school children from Hong Kong and Germany

    Katharina Schirmbeck, Nirmala Rao, Rhoda Wang, Ben Richards, Stephanie W. Y. Chan, Claudia Maehler

    • Resumen

    págs. 923-943

    

  • Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

    Gina Bojorque, Neli Norma Gonzales Prado, Nore Wijns, Lieven Verschaffel, Joke Torbeyns

    • Resumen

    págs. 945-964

    

  • The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample

    Lucia Bigozzi, Sara Pezzica, Chiara Malagoli

    • Resumen

    págs. 965-988

    

  • Socioeconomic disparities in the comprehension of lexical categories: A study with Spanish-speaking Argentinian toddlers

    Celia Renata Rosemberg, Florencia Alam

    • Resumen

    págs. 989-1008

    

  • Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: A cross-national comparison study

    Hao Wu, Gyöngyvér Molnár

    • Resumen

    págs. 1009-1032

    

  • The emergence of leadership in students’ group interaction in a school-based makerspace

    Jasmiina Leskinen, Kristiina Kumpulainen, Anu Kajamaa, Antti Rajala

    • Resumen

    págs. 1033-1053

    

  • Scaffolding or simplifying: students’ perception of support in Swedish compulsory school

    Alli Klapp, Anders Jonsson

    • Resumen

    págs. 1055-1074

    

  • Collaborative learning groups’ adoption of shared metacognitive regulation: Examining the impact of structuring versus reflection-provoking support and its relation with group performance

    Liesje De Backer, Hilde Van Keer, Martin Valcke

    • Resumen

    págs. 1075-1094

    

  • The association of individual and contextual variables with bullying victimisation: A cross-national comparison between ireland and lithuania

    Vasiliki Pitsia, Angela Mazzone

    • Resumen

    págs. 1095-1115

    

  • Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter?

    Valentina Grazia, Consuelo Mameli, Luisa Molinari

    • Resumen

    págs. 1117-1134

    

  • Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

    Milla Räisänen, Liisa Postareff, Sari Lindblom-Ylänne

    • Resumen

    págs. 1135-1157

    

  • The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: An exploratory

    Axinja Hachfeld, Rebecca Lazarides

    • Resumen

    págs. 1159-1179

    

  • Learning practices and development in yeshivas: Historical, social, and cultural perspectives

    Baruch B. Schwarz, Zvi Bekerman

    • Resumen

    págs. 1181-1198

    

  • Performance-approach goals: The operationalization makes the difference

    Linda Wirthwein, Ricarda Steinmayr

    • Resumen

    págs. 1199-1220

    

  • Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged pilot study in physical education

    Nicolas Burel, Damien Tessier, Jody Langdon

    • Resumen

    págs. 1221-1241

    

  • William Peter Robinson: 1933–2021

    Margarida Alves Martins, Anne-Nelly Perret-Clermont

    págs. 1243-1245