British journal of educational psychology

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  Año 2011, Número 1

  • Evidence-based interventions for reading and language difficulties: Creating a virtuous circle.

    Margaret J. Snowling, Charles Hulme

    págs. 1-23

    

  • Editorial for the special section on personality and academic achievement.

    Kostantinos V. Petrides

    págs. 24-26

    

  • Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts.

    Phillip L. Ackerman, Tomás Chamorro Premuzic, Adrian Furnham

    págs. 27-40

    

  • The Eysenckian personality factors and their correlations with academic performance.

    Arthur E. Poropat

    págs. 41-58

    

  • Academic self-concept and academic achievement: Relations and causal ordering.

    Herbert W. Marsh, Andrew J. Martin

    págs. 59-77

    

  • The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study.

    Gian Vittorio Caprara, Michele Vecchione, Guido Alessandri, María Gerbino, Claudio Barbaranelli

    págs. 78-96

    

  • An application of belief-importance theory in the domain of academic achievement.

    Kostantinos V. Petrides, Norah Frederickson

    págs. 97-111

    

  • Trait emotional intelligence influences on academic achievement and school behaviour.

    Stella Mavroveli, María Josefa Sánchez Ruiz

    págs. 112-134

    

  • Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning?

    Céline Buchs, Ingrid Gilles, Marion Dutrévis, Fabrizio Butera

    págs. 135-146

    

  • Inattentive behaviour is associated with poor working memory and slow processing speed in very pre-term children in middle childhood.

    Hanna Mulder, Nicola J. Pitchford, Neil Marlow

    págs. 147-160

    

  • Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    Detlef Urhahne, Sheng-Han Chao, Maria Luise Florineth, Silke Luttenberger, Manuela Paechter

    págs. 161-177