European journal of psychology of education

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  Año 2024, Vol. 39, Número 3

  • Doing participation in child talk and interactional synchronicity—introduction to the special section

    Birte Arendt, Ines Bose, Kati Hannken Illjes

    • Texto completo

    págs. 1667-1671

    

  • Participation practices in mother-child interactions: longitudinal case studies

    Stefan Pfänder, Elke Schumann, Philipp Freyburger, Heike Behrens, Anna Buchheim

    • Resumen
    • Texto completo

    págs. 1673-1697

    

  • With me it is exactly the same: second stories and their argumentative function in child talk

    Joanna Wala, Kati Hannken Illjes, Ines Bose, Stephanie Kurtenbach

    • Resumen
    • Texto completo

    págs. 1699-1718

    

  • Repetitions as a participation practice in children’s argumentative peer interactions

    Birte Arendt, Sara Zadunaisky Ehrlich

    • Resumen
    • Texto completo

    págs. 1719-1738

    

  • Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions

    Judith Kreuz, Martin Luginbühl

    • Resumen
    • Texto completo

    págs. 1739-1757

    

  • Multimodal repetitions in children’s co-construction of arguments

    Nora Schönfelder

    • Resumen
    • Texto completo

    págs. 1759-1781

    

  • Critique generation when reading two opposing newspaper texts

    Alexandra List

    • Resumen
    • Texto completo

    págs. 1783-1816

    

  • Problem-solving support and instructional sequence: impact on cognitive load and student performance

    Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange

    • Resumen
    • Texto completo

    págs. 1817-1840

    

  • The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings

    Christian Tarchi, Lidia Casado Ledesma, Giulia Sanna, Margherita Conti

    • Resumen
    • Texto completo

    págs. 1841-1864

    

  • Implicit theories of intelligence and academic self-efficacy as mediators of the relationship between psychopathology and mathematical performance in adolescents

    Andrés Rubio, Juan Carlos Oyanedel Sepúlveda, Ferrán Viñas Poch, Javier O. Torres Vallejos, Cristian Céspedes Carreño, Danae Pedraza, Rami Benbenishty

    • Resumen
    • Texto completo

    págs. 1865-1886

    

  • Factors influencing ethnic minority students' helping behavior in cyberbullying: perceived severity of cyberbullying from various perspectives, the online disinhibition effect, and parental online discipline style

    Chiao Ling Huang, Yilihamu Alimu, Shu Ching Yang

    • Resumen
    • Texto completo

    págs. 1889-1911

    

  • Toward academic satisfaction and performance: the role of students’ achievement emotions

    Muhammad Zahid Iqbal, Tamania Khan, Malik Ikramullah

    • Resumen
    • Texto completo

    págs. 1913-1941

    

  • Does imagination enhance learning?: A systematic review and meta-analysis

    Hajer Mguidich, Bachir Zoudji, Aïmen Khacharem

    • Resumen
    • Texto completo

    págs. 1943-1978

    

  • Academic achievement of children with autistic symptoms compared to typically developing children

    Novika Purnama Sari, Maartje P. C. M. Luijk, Pauline W. Jansen, Peter Prinzie, Marinus H. van Ijzendoorn

    • Resumen
    • Texto completo

    págs. 1979-2003

    

  • Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

    Christopher K. Gadosey, Theresa Schnettler, Anne Scheunemann, Lisa Bäulke, Daniel O. Thies, Markus Dresel, Stefan Fries, Detlev Leutner, Joachim Wirth, Carola Grunschel

    • Resumen
    • Texto completo

    págs. 2005-2031

    

  • Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance

    Xinqiao Liu, Yifan Zhang, Xiaojie Cao

    • Resumen
    • Texto completo

    págs. 2033-2055

    

  • The effects of prospective chemistry teachers’ laboratory teaching experiences on their metacognitive thinking skills and perceptions of problem-solving skills

    Sinem Dinçol Özgür

    • Resumen
    • Texto completo

    págs. 2057-2082

    

  • Grade one single-digit addition strategies as predictors of grade four achievement in mathematics

    Pernille Bødtker Sunde, Bert De Smedt, Lieven Verschaffel, Peter Sunde

    • Resumen
    • Texto completo

    págs. 2083-2103

    

  • Does social well-being predict academic resilience and achievement?: Analysis of Swedish PISA 2018 data

    Deborah Elin Siebecke

    • Resumen
    • Texto completo

    págs. 2105-2128

    

  • Topic- and learning-related predictors of deep-level learning strategies

    Eve Kikas, Gintautas Silinskas, Eliis Härma

    • Resumen
    • Texto completo

    págs. 2129-2153

    

  • Bridging group work and whole-class activities through responsive teaching in science education

    Kenneth Silseth, Anniken Furberg

    • Resumen
    • Texto completo

    págs. 2155-2176

    

  • Effects of formative assessment on intrinsic motivation in primary school mathematics instruction

    Larissa Aust, Birgit Schütze, Jan Hochweber, Elmar Souvignier

    • Resumen
    • Texto completo

    págs. 2177-2200

    

  • The relation between proportional vocabulary and proportional reasoning abilities in young children

    Karen De Keersmaeker, Elien Vanluydt, Patrick Onghena, Wim Van Dooren

    • Resumen
    • Texto completo

    págs. 2201-2221

    

  • Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

    Jenni Ruotsalainen, Eija Pakarinen, Anna Maija Poikkeus, Marja Kristiina Lerkkanen

    • Resumen
    • Texto completo

    págs. 2223-2244

    

  • A new form of academic misconduct: the relationship among individual factors, attitudes, experience, and intentions toward Internet plagiarism

    Chiao Ling Huang, Chen Ling 凌晨, Shu Ching Yang

    • Resumen
    • Texto completo

    págs. 2245-2266

    

  • Implementation quality of cooperative learning and teacher beliefs—a mixed methods study

    Katja Adl Amini, Vanessa A. Völlinger, Agnes Eckart

    • Resumen
    • Texto completo

    págs. 2267-2281

    

  • Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students

    Xiantong Yang, Ru-de Liu, Yi Ding, Zien Ding, Yi Yang

    • Resumen
    • Texto completo

    págs. 2283-2301

    

  • Coping with expectation violations in education: the role of optimism bias and need for cognitive closure

    Larissa Henss, Martin Pinquart

    • Resumen
    • Texto completo

    págs. 2303-2323

    

  • How do teachers appropriate and implement a newly introduced reading and spelling instructional method?: A qualitative investigation of barriers, levers, and recommendations

    Virginie Leclercq, Stéphanie Bellocchi, Nathalie Blanc, Guillaume Broc

    • Resumen
    • Texto completo

    págs. 2325-2340

    

  • How is students’ well-being related to their class teacher’s professional agency in primary school?

    Roosa Yli Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö

    • Resumen
    • Texto completo

    págs. 2341-2361