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British Journal of Educational Psychology (BJEP)

Référence :  vol. 91, part 4, décembre 2021

  • Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number, Zachary Hawes, Rebecca Merkley, Christine L. Stager, Daniel Ansar
  • The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching, Cathryn Knight
  • The role of school-based relationships for school well-being: How different are high- and average-ability students?, Tessa Weyns, Hilde Colpin, Karine Verschuere
  • Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal, Libera Ylenia Mastromatteo, Sonia Zaccoletti, Lucia Mason, Sara Scrimin
  • Society-level social axiom moderates the association between growth mindset and achievement across cultures, Allan B. I. Bernardo, Yuyang Cai, Ronnel B. King
  • What’s in a diagnosis: The effect of externalizing and internalizing students’ behaviour on pre-service teachers’ classroom management and interaction strategies, Sabine Glock, Ineke M. Pit-ten Cate
  • Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models, Mark Feng Teng, Lawrence Jun Zhang
  • Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules, Lauren Burton, Terezinha Nunes, Maria Evangelou
  • What makes a physical education teacher? Personal characteristics for physical education development, Melina Schnitzius, Alina Kirch, Sarah Spengler, Simon Blaschke, Filip Mess
  • The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching, Ying Wang, Lijia Lin, Ouhao Chen
  • The intention was good: How promoting strategy use does not improve multimedia learning for secondary students, Emely Hoch, Katharina Scheiter, Kim Stalbovs, Peter Gerjets
  • Relations among positivity, positive affect in school, and learning flow in elementary school students: A longitudinal mediation model, Renshuang Wu, Eugene Scott Huebner, Jianhua Zhou, Lili Tian
  • Attitude change after a curriculum on the science and philosophy of well-being and happiness for high school students: A classroom-randomized trial, Paul H. Desan, Mark K. Setton, Allison A. Holzer, Kevin C. Young, Yan Sun, Fei He, Baosong Li, Andrea J. Weinstein, Xiaoling Yu
  • Work–family conflicts, cognitive appraisal, and burnout: Testing the mediation effect with structural equation modelling, Clara Simães, Jéssica Rodrigues, Arminda Manuela Gonçalves, Susana Faria, António Rui Gomes
  • Well-being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students’ resilience, Brian Moore, Stuart Woodcock, Dean Dudley
  • Creative expressiveness in childhood writing predicts educational achievement beyond motivation and intelligence: A longitudinal, genetically informed study, Teemu Toivainen, Juan J Madrid-Valero, Robert Chapman, Andrew McMillan, Bonamy R. Oliver, Yulia Kovas
  • Investigating the educational experiences of transnational students: Differences in academic integration, social integration, and institutional and goal commitment, Andrea R. Steele, Heather E. Douglas
  • Does learning to code influence cognitive skills of elementary school children? Findings from a randomized experiment, Meryem Şeyda Özcan, Esra Çetinkaya, Tilbe Göksun, Yasemin Kisbu-Sakarya
  • Relations among motivation, behaviour, and performance in writing: A multiple-group structural equation modeling study, Ana Camacho, Rui A. Alves, Fien De Smedt, Hilde Van Keer, Pietro Boscolo
  • The mechanisms of interest and perseverance in predicting achievement among academically resilient and non-resilient students: Evidence from Swedish longitudinal data, Cecilia Thorsen, Kajsa Yang Hansen, Stefan Johansson
  • The influence of thinking dispositions on integration and recall of multiple texts, Christian Tarchi, Ruth Villalón
  • Self-reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators, Clara Sabbagh
  • Learning a new geometric concept: The role of working memory and of domain-specific abilities, Carlotta Rivella, Cesare Cornoldi, Sara Caviola, David Giofrè
  • Examining perceptions, selections, and products in undergraduates’ learning from multiple resources, Alexandra List, Gala S. Campos Oaxaca, Eunseo Lee, Hongcui Du, Hye Yeon Lee

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catégorie(s) :  théorie de l'éducation