European Journal of Psychology of Education

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  Año 2025, Vol. 40, Número 4

  • Preschool teachers’ and children’s experiences and changes regarding in-school practices since the COVID-19 pandemic: what do teachers and children say?

    Merve Gangal, Şengül Pala

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  • The longitudinal relationship between social network site use and learning engagement among Chinese adolescents: the roles of self-concept clarity and perceived social support

    Jingjing Chen, Xiao Wang, Yansong Wang

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  • Fostering elementary school students’ vocabulary acquisition through a digital tool

    Annika Ohle-Peters, Erdal Papatga, Nele McElvany

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  • The sequential analysis of interaction in online collaborative learning: the interplay between social regulation patterns and social loafing

    Can Xiao, Han Xie, Jianzhong Hong

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  • Exploring implicit artificial grammar learning in students with reading difficulties and its educational implications

    Elpis V. Pavlidou, Susana Silva, Vasiliki Folia

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  • The relationship between nature connectedness and academic procrastination in Chinese adolescents: the chain mediating role of mindfulness and learning engagement

    Xinxiao Nie, Yuan Tian, Tongying Wu

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  • The effects of early childhood education and care quality on academic competences in early primary school: A systematic review and meta-analysis

    Annika Rademacher, Neele Bäker, Ute von Düring, Vilija Hiltunen, Naska Goagoses

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  • Does school climate affect students’ social and emotional skills? The importance of relationships

    Catarina Castro, M. Clara Barata, Joana Alexandre

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  • Social context and daily fluctuations in adolescents’ mindset: the role of parental beliefs, appraisal of increasing marks, and feedback

    Ilona M. B. Benneker, Fanny de Swart, Nikki C. Lee, Nienke M. van Atteveldt

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  • Developmental patterns of achievement emotions and math performance in primary school – differences in school burnout

    Alina Pavlova, Johan Korhonen, Hanna Järvenoja, Riikka-Maija Mononen

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  • Parental involvement, online parental communication with children on learning, and high school students’ intrinsic motivation during COVID-19

    Suzanne May Shwen Lee

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  • Editorial: Research on value development in the school context: new directions and approaches from an international perspective

    Elena Makarova, Anna K. Döring, Ella Daniel, Maya Benish-Weisman

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  • Classroom relationships and self-regulated learning strategy use among EFL students: the mediating role of emotions

    Qingyao Dan, Barry Bai

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  • The evaluation of contributions of homework purposes to learning

    Cansu Öztaş, Erdal Bay, Recep Kahramanoğlu

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  • Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension

    Theresa Zink Özkan, Carolin Hahnel, Ulf Kroehne, Tobias Deribo, Cordula Artelt, Frank Goldhammer, Johannes Naumann, Cornelia Schoor

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  • Timing AI intervention in the writing process for low proficiency learners: relationship with motivation, self-efficacy, and performance

    Meilan Li, Kizito Tekwa

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  • Categorising student behaviours as manifest indicators of learning engagement: a contextual approach

    Rune Lomholt, Ane Qvortrup

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  • The interplay between pointing gestures and executive functions in early numeracy development: a longitudinal study

    Martina Taruscia, Alessandro Cuder, Carlotta Nordio, Cinzia Chiandetti, Maria Chiara Passolunghi, Sandra Pellizzoni

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  • How does including empathizing elements in education influence students’ interest depending on their drive toward empathizing thinking?

    Julia Welberg, Jan‑Samuel Streitberger, Susanne Heinicke, Daniel Laumann

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  • Be patient, little horse! The role of pretend play-like narratives in the first uses of number in children from 24 to 36 months old, in interaction with their mothers

    Sílvia Cavalcante, Cintia Rodríguez Garrido, Marc Clarà

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  • Achievement emotion profiles and their associations with learning motivation, engagement, and academic achievement among Chinese college students

    Jiaxin Yang, Qian Wang, Qingya Li, Jianwen Chen

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  • Understanding STEM gender differences through the lens of cognitive load and academic self-concept frameworks

    Munirah Shaik Kadir, Imelda Santos Caleon, Wei Xun Koh, Alexander Seeshing Yeung

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  • Understanding creativity in context: A socio-emotional mediation model based on the 4Ps framework in Turkish schools

    Zhenyu Li, Qiong Li

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  • The impact of a brief observation intervention on parental homework involvement

    Racheli Cohen, Nilly Mor, Naama Atzaba-Poria, Naama Gershy

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  • Investigating social interaction processes in challenging collaborative learning situations—the role of emotions

    Eija Vuorenmaa, Sanna Järvelä, Hanna Järvenoja

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  • Epistemic beliefs, reading self-efficacy, and individual variables as predictors of middle-school students’ problem-solving perceptions

    Cafer Çarkıt, Hasan Kurnaz

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  • Motivational profiles in University students: differences in basic psychological needs, resilience, optimism, and achievement during emergency remote teaching in the COVID-19 pandemic

    Dušana Šakan, Sanja Batić Očovaj, Mihajlo Ilić

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  • Personalization effects on child involvement during shared book reading: Do children of color benefit most

    Regula Neuenschwander, Patricia Brüniger, Celeste Fellmann

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  • The motivational role of teachers: A systematic review of key factors influencing students' academic motivation

    Majid Asadpour, Maryam Hashemi Bakhshi, Pegah Mirzapour, Mehrnesa Shahabi

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  • The roles of peer learning and professional learning in the quantity and quality of teachers’ perceived technology use: A process-and-product perspective

    Shonn Cheng, Nurul Annisa, Sung‑Chan Ku, Jenny Chien

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