British journal of educational psychology

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  Año 2006, Número 3

  • Expecting the best for students: Teacher expectations and academic outcomes

    C. Rubie-Davies

    págs. 429-444

    

  • Expecting the best for students: Teacher expectations and academic outcomes

    Richard Hamilton, Christine Rubie Davies, John Hattie

    págs. 429-444

    

  • Factors related to perceived power usage in schools

    J. Schwarzwald

    págs. 445-462

    

  • Factors related to perceived power usage in schools

    Shlomit Brody-Shamir, Joseph Schwarzwald, Meni Koslowsky

    págs. 445-462

    

  • Sex differences in Cognitive Abilities Test scores: A UK national picture

    S. Strand, I. J. Deary

    págs. 463-480

    

  • Sex differences in Cognitive Abilities Test scores: A UK national picture

    Steve Strand, Ian J. Deary, Pauline Smith

    págs. 463-480

    

  • Season of birth and childhood intelligence: Findings from the Aberdeen Children of the 1950s cohort study

    Debbie A. Lawlor, Georgina Ronalds, David A. Leon, Heather Clark

    págs. 481-499

    

  • Season of birth and childhood intelligence: Findings from the Aberdeen Children of the 1950s cohort study

    D. A. Lawlor

    págs. 481-500

    

  • Book reading styles in dual-parent and single-mother families

    Joanna Blake, Andrea Milian, Vanessa Agosta, Lisa Bayrami, Silvana Macdonald

    págs. 501-515

    

  • Book reading styles in dual-parent and single-mother families

    S. Macdonald, J. Blake

    págs. 501-516

    

  • The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study

    K. Aunola, J.-E. Nurmi, T. Ahonen, A. Halonen

    págs. 517-534

    

  • The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study

    Timo Ahonen, Kaisa Aunola, Jari-Erik Nurmi, Anne Halonen

    págs. 517-534

    

  • Influences on cognitive engagement: Epistemological beliefs and need for closure

    H. Michael Crowson, Teresa K. DeBacker

    págs. 535-551

    

  • Influences on cognitive engagement: Epistemological beliefs and need for closure

    H. M. Crowson, T. K. Debacker

    págs. 535-552

    

  • Teachers' and pupils' definitions of bullying

    R. de Bettencourt, F. Cossin, H. Cowie, P. Naylor

    págs. 553-576

    

  • Teachers' and pupils' definitions of bullying

    Helen Cowie, Paul Naylor, Francesca Lemme, Fabienne Cossin, Rita de Bettencourt

    págs. 553-576

    

  • Peer victimization and depression in early-mid adolescence: A longitudinal study

    H. Sweeting

    págs. 577-594

    

  • Peer victimization and depression in early-mid adolescence: A longitudinal study

    Robert Young, Patrick West, Geoff Der, Helen Sweeting

    págs. 577-594

    

  • Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement

    Ruth Butler

    págs. 595-611

    

  • Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement

    R. Butler

    págs. 595-612

    

  • Effects of cueing and collaboration on the acquisition of complex legal skills

    Hans G. K. Hummel, Rob Koper, Fred Paas

    págs. 613-631

    

  • Effects of cueing and collaboration on the acquisition of complex legal skills

    H. G. K. Hummel

    págs. 613-632

    

  • The Approaches to Teaching Inventory: A critique of its development and applicability

    Jan H. F. Meyer, Malcolm G. Eley

    págs. 633-649

    

  • The Approaches to Teaching Inventory: A critique of its development and applicability

    J. H. F. Meyer

    págs. 633-650

    

  • An assessment of anxiety levels in dyslexic students in higher education

    J. M. Carroll

    págs. 651-662

    

  • An assessment of anxiety levels in dyslexic students in higher education

    Julia M. Carroll, Jane E. Iles

    págs. 651-662

    

  • Comparing groups in a before-after design: When t test and ANCOVA produce different results

    D. B. Wright

    págs. 663-675

    

  • Comparing groups in a before--after design: When t test and ANCOVA produce different results

    Daniel B. Wright

    págs. 663-675

    

  • Education for thinking

    Leslie Smith

    págs. 680-681