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British Journal of Educational Psychology (BJEP)

Référence :  Vol. 93, n°1, mars 2023

  • Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany, Verena Letzel, Marcela Pozas, Christoph Schneider
  • “Teacher, forgive me, I forgot to do it!” The impact of children's prospective memory on teachers' evaluation of academic performance, Demis Basso, Giovanni Corradini, Milvia Cottini
  • Academic help-seeking interactions in the classroom: A microlongitudinal study, Kyle Davison, Lars-Erik Malmberg, Kathy Sylva
  • Achievement, self-concept and anxiety in mathematics and English: A three-wave cross-lagged panel study, Jing Zhang, Ming Ming Chiu, Hao Lei
  • Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK, Cal Horton
  • Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading, Lewis Doyle, Matthew J. Easterbrook, Peter R. Harris
  • A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studies, Jennifer Meyer, Fabian T. C. Schmidt, Johanna Fleckenstein, Olaf Köller
  • The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms, Nigel Mantou Lou, Liman Man Wai Li
  • The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school, Julien Bakchich, Arnaud Carré, Nele Claes, Annique Smeding
  • Teachers' behaviour and children's academic achievement: Evidence of gene–environment interactions, Fanny-Alexandra Guimond, Mara Brendgen, Frank Vitaro, Ginette Dionne, Michel Boivin
  • Reciprocal effects of mathematics performance, school engagement and burnout during adolescence, Anna Widlund, Heta Tuominen, Johan Korhonen
  • Whatever will bore, will bore: The mere anticipation of boredom exacerbates its occurrence in lectures, Katy Y. Y. Tam, Wijnand A. P. Van Tilburg, Christian S. Chan
  • The ‘perfect’ lens: Perfectionism and early adolescents' math self-efficacy development, Calah J. Ford, Ellen L. Usher, Veronica L. Scott, Xiao-Yin Chen
  • Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self-determination perspective, Ziwen Teuber, Lena Sielemann, Elke Wild
  • Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self-loathing in comparison, Jinjing Fang, Gavin T. L. Brown, Richard Hamilton
  • Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review, Pia O'Farrell, Charlotte Wilson, Gerry Shiel
  • Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes?, Hong Lu, Xin Chen, Chunxia Qi
  • Designing novel activities before instruction: Use of contrasting cases and a rich dataset, Campbell R. Bego, Raymond J. Chastain, Marci S. DeCaro
  • Perceived academic performance explained by school climate, positive psychological variables and life satisfaction, Lorea Azpiazu Izaguirre, Arantzazu Rodríguez-Fernández, Arantza Fernández-Zabala
  • ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID-19: A pilot study, Annemarie Murphy, Benjamin Bailey, Joanne Arciuli
  • Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfaction, Tommaso Feraco, Nicole Casali, Elena Ganzit, Chiara Meneghetti
  • Teachers' daily physiological stress and positive affect in relation to their general occupational well-being, Anna-Liisa Jõgi, Anna-Mari Aulén, Eija Pakarinen, Marja-Kristiina Lerkkanen
  • ‘She didn't know how to go back’: School attendance problems in the context of the COVID-19 pandemic—A multiple stakeholder qualitative study with parents and professionals, Brontë McDonald, Kathryn J. Lester, Daniel Michelson

Informations complémentaires :

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

catégorie(s) :  théorie de l'éducation