British journal of educational psychology

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  Año 2009, Número 3

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    Thirty years on - a large anti-Flynn effect? (II): 13- and 14-year-olds. Piagetian tests of formal operations norms 1976-2006/7.

    Michael Shayer, Denise Ginsburg

    págs. 409-418

    
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    The effect of month of birth on the attainments of primary and secondary school pupils.

    Martin McPhillips, Julie-Anne Jordan-Black

    págs. 419-438

    
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    Two instructional designs for dialogic citizenship education: An effect study.

    Jaap Schuitema, Wiel Veugelers, Gert Rijlaarsdam, Geert ten Dam

    págs. 439-461

    
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    Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges?

    Hanna Järvenoja, Sanna Järvelä

    págs. 463-481

    
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    Iterating between lessons on concepts and procedures can improve mathematics knowledge.

    Bethany Rittle-Johnsonh, Kenneth Koedinger

    págs. 483-500

    
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    Students' conceptions of constructivist learning in different programme years and different learning environments.

    Sofie M. M. Loyens, Remy M.J.P. Rikers, Henk G. Schmidt

    págs. 501-514

    
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    Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.

    Julie Doronh, Yannick Stephan, Julie Boiché, Christine Le Scanff

    págs. 515-528

    
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    The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students.

    Edvin Bru, Ingunn Studsrod

    págs. 529-546

    
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    Modern psychometrics for assessing achievement goal orientation: A Rasch analysis.

    Krista R. Muis, Philip H. Winne, Ordene V. Edwards

    págs. 547-576

    
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    Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges.

    Paul Ginns, Herbert W. Marsh, Masud Behnia, Jacqueline H. S. Cheng, L. Francesca Scalas

    págs. 577-598