European Journal of Psychology of Education

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  Año 2022, Vol. 37, Número 4

  • Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills

    Shally Novita, Kathrin Lockl, Timo Gnambs

    • Resumen

    págs. 993-1013

    

  • Profiles of competence development in mathematics and reading in early secondary education

    Micha-Josia Freund, Timo Gnambs, Kathrin Lockl, Ilka Wolter

    • Resumen

    págs. 1015-1034

    

  • Exploring the development of executive functions in children in a digital world

    Aleksander N. Veraksa, Nicolay E. Veraksa, Daria Bukhalenkova, Roger Säljö

    • Resumen

    págs. 1035-1050

    

  • Distancing strategies in child-mother dyads: Effect of mother’s education and children’s sex

    Corinne Ponce, Martine Alcorta, Stéphanie Constans, Véronique Rouyer, Joanna Lucenet

    • Resumen

    págs. 1051-1068

    

  • The role of different school organizational models in the psychological adaptation of refugee adolescents

    Lisa Pagel, Aileen Edele

    • Resumen

    págs. 1069-1092

    

  • Intensity and content of private tutoring lessons during German secondary schooling: Effects on students’ grades and test achievement

    Karin Guill, Melike Ömeroğulları, Olaf Köller

    • Resumen

    págs. 1093-1114

    

  • What is in a student-faculty relationship?: A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education

    Ingrid Snijders, Lisette Wijnia, Hans J. J. Dekker, Remy M.J.P. Rikers, Sofie M. M. Loyens

    • Resumen

    págs. 1115-1139

    

  • A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

    Anne Scheunemann, Theresa Schnettler, Julia Bobe, Stefan Fries, Carola Grunschel

    • Resumen

    págs. 1141-1164

    

  • Female teachers’ coping styles with negative emotions in student aggression

    Michal Levy, Mona Khoury-Kassabri

    • Resumen
    • Texto completo

    págs. 1165-1188

    

  • Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation

    Thomas Lehmann

    • Resumen

    págs. 1189-1216

    

  • Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: Does academic self-concept play an interactive role?

    Annette Lohbeck, Barbara Moschner

    • Resumen

    págs. 1217-1236

    

  • Academic self-efficacy and learning strategies as mediators of the relation between personality and elementary school students’ achievement

    Mirta Mornar, Iris Marušić, Josip Šabić

    • Resumen

    págs. 1237-1254

    

  • Individual characteristics of students in vocational education moderating the relationship between school engagement and vocational identity

    Rineke Keijzer, Erik van Schooten, Roeland M. Van der Rijst, Wilfried Admiraal

    • Resumen

    págs. 1255-1283

    

  • Shaping the self through education: exploring the links between educational identity statuses, appraisals of control and value, and achievement emotions

    Samuel McKay, Earl Freeman, Jason L. Skues, Lisa Wise

    • Resumen

    págs. 1285-1305