à propos de la revue

sommaires des autres numéros

 

British Journal of Educational Psychology (BJEP)

Référence :  Vol. 95, n°2, juin 2025

Thème :  Mind, brain, and education - Neuro-mechanisms during child development

 

EDITORIAL

• Mind, brain and education—Neuromechanisms during child development, Frances Hoferichter, Diana Raufelder

ARTICLE

• Neural and behavioural correlates of adolescents changing academic self-concept, Julia Rodriguez Buritica, Stella Berboth, Frances Hoferichter, Diana Raufelder
• What roles matter? An explorative study on bullying and cyberbullying by using the eye-tracker, Laura Menabò, Grace Skrzypiec, Phillip Slee, Annalisa Guarini
• Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia, Jakob Åsberg Johnels, Martyna A. Galazka, Maria Sundqvist, Nouchine Hadjikhani
• Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components, Tieme W. P. Janssen, Nienke van Atteveldt

COMMENTARY

• Why does the brain matter for education?, M. S. C. Thomas, Y. Arslan

ARTICLE

• The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities, Kim Smeets, Ellen Rohaan, Sanne van der Ven, Anouke Bakx
• Profiles of teachers' emotional labour during COVID-19 and the consequences on mental health: A comparison between online and offline teaching, Zhuo Chen, Huang Zuo, Zixun Hua, Yuanhuan Feng, Ruixiang Gao
• Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes, Sum Kwing Cheung, Joyce Lok Yin Kwan, Winnie Wai Lan Chan, Bertha H. C. Kum, Pui Lam Ho
• Academic language use in middle school informational writing, Cherish M. Sarmiento, Adrea J. Truckenmiller, Eunsoo Cho, Heqiao Wang
• Study longer or study effectively? Better study strategies can compensate for less study time and predict goal achievement and lower negative affect, Maria Theobald
• The unrecognized potential of potential-based achievement goals, Dirk Tempelaar
• Re-examining cognitive load measures in real-world learning: Evidence from both subjective and neurophysiological data, Xiaobo Liu, Yu Zhang
• Effects of social mistreatment, academic alienation, and developmental challenge on university students' well-being through coping strategies: A longitudinal study, Jingwen Jiang, Sylvia Y. C. L. Kwok, Xi Deng
• Gender differences in effects of learning self-efficacy on learning burnout among higher vocational college students in China, Dong Yang, Chia Ching Tu
• Promoting effective transitions: Primary school social–emotional competencies predict secondary school reading and numeracy achievement, Emma J. Carpendale, Melissa J. Green, Sonia L. J. White, Kate E. Williams, Stacy Tzoumakis, Oliver J. Watkeys, Felicity Harris, Kirstie O'Hare, Vaughan J. Carr, Kristin R. Laurens
• Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement, Elisa Santana-Monagas, Fernando Núñez-Regueiro, Juan L. Núñez
• What individual, family, and school factors influence the identification of special educational needs in Wales?, Jennifer Keating, Cathryn Knight, Alexandra Sandu, Robert French
• Motivating tones to enhance education: The effects of vocal awareness on teachers' voices, Silke Paulmann, Netta Weinstein
• Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective, Xin Yuan, Xuan Tang
• Ability grouping in German secondary schools: The effect of non-academic track schools on the development of Math competencies, Sonja Herrmann, Katharina M. Bach
• Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis, Ningning Zhao, Diya Dou, Xiaohan Chen, Fumei Chen, Rui Luo, Xiaoqin Zhu, Guo-Xing Xiang
• Antecedents of university students' self-leadership: The roles of teacher developmental feedback and student proactive vitality management, Dongdong Wang, Zongrui Liu, Yun Wang, Junlin Zhang
• Psychological well-being, resilience, self-determination and grit: The ‘novelty’ role in physical education classes, Ruben Trigueros, Alejandro García-Mas
• Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement, Alper Uslukaya

REGISTERED REPORT STAGE 2

• Academic motivation–achievement cycle and the behavioural pathways: A short-timeframe experiment with manipulated perceived achievement, TuongVan Vu, Martijn Meeter, Abe Hofman, Brenda Jansen, Lucía Magis-Weinberg, Elise van Triest, Nienke van Atteveldt

Informations complémentaires :
  https://bpspsychub.onlinelibrary.wiley.com/.../2

---

mot(s) clé(s) :  psychologie de l'éducation, recherche en éducation

catégorie(s) :  théorie de l'éducation