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British Journal of Educational Psychology (BJEP)

Référence :  Vol. 92, n°1, mars 2022

  • Mapping components of verbal and visuospatial working memory to mathematical topics in seven- to fifteen-year-olds, Rebecca Gordon, Danila Santana De Morais, Emily Whitelock, Arzoo Mukarram
  • Variety is the spice of life: How emotional diversity is associated with better student engagement and achievement, Ronnel B. King, Cherry Eron Frondozo
  • Latent motivation profiles for choosing teaching as a career: How are they linked to self-concept concerning teaching subjects and emotions during teacher education training?, Annette Lohbeck, Anne Christiane Frenzel
  • The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents, Diana Raufelder, Stefan Kulakow
  • Inattention, hyperactivity/impulsivity, and academic competence: Findings from three cohorts, Tony Xing Tan, Yanhong Liu, Victoria Damjanovic, Elyse Ledford, Gen Li, Yanzheng Li
  • Decoding and comprehension skills mediate the link between a small-group reading programme and English national literacy assessments, Janet I. Vousden, Anna J. Cunningham, Helen Johnson, Sam Waldron, Sabrina Ammi, Claire Pillinger, Robert Savage, Clare Wood
  • Shaping classroom social experiences through collaborative small-group discussions, Tzu-Jung Lin, Elizabeth Kraatz, Seung Yon Ha, Ming-Yi Hsieh, Michael Glassman, Manisha Nagpal, Rebecca Sallade, Sangin Shin
  • How do self-efficacy and self-concept impact mathematical achievement? The case of mathematical modelling, Mathias Holenstein, Georg Bruckmaier, Alexander Grob
  • Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating, Julien S. Bureau, Alexandre Gareau, Frédéric Guay, Geneviève A. Mageau
  • Do different cognitive domains mediate the association between moderate-to-vigorous physical activity and adolescents’ off-task behaviour in the classroom? Sebastian Ludyga, Markus Gerber, Serge Brand, Wenke Möhring, Uwe Pühse
  • Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self-efficacy, Gulsah Kutuk, David W. Putwain, Linda K. Kaye, Bethan Garrett
  • In school and out of school digital use and the development of children’s self-regulation and social skills, Stuart McNaughton, Tong Zhu, Naomi Rosedale, Rebecca Jesson, Jacinta Oldehaver, Rachel Williamson
  • Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency, Daniela Raccanello, Elena Florit, Margherita Brondino, Antonio Rodà, Lucia Mason
  • Digital Bodies: A controlled evaluation of a brief classroom-based intervention for reducing negative body image among adolescents in the digital age, Beth T. Bell, Caitlin Taylor, Danielle Paddock, Adam Bates
  • “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic, Lisa E. Kim, Laura Oxley, Kathryn Asbury
  • Sibling conflict during COVID-19 in families with special educational needs and disabilities, Umar Toseeb
  • “The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use, Beatrice Hayes, Alana James, Ravinder Barn, Dawn Watling

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catégorie(s) :  théorie de l'éducation