European Journal of Psychology of Education

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Variations in fathers’ discourse on fatherhood and in family alliances during infancy
European Journal of Psychology of Education - Tập 20 Số 2 - Trang 185-199 - 2005
France Frascarolo, Chantal Zaouche-Gaudron, Véronique Rouyer, Nicolas Favez
Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families
European Journal of Psychology of Education - Tập 33 Số 2 - Trang 235-250 - 2018
Riitta Sikiö, Martti Siekkinen, Leena Holopainen, Gintautas Šilinskas, Marja‐Kristiina Lerkkanen, Jari‐Erik Nurmi
Depersonalization or cynicism, efficacy or inefficacy: what are the dimensions of teacher burnout?
European Journal of Psychology of Education - Tập 25 - Trang 301-314 - 2010
Silvia Simbula, Dina Guglielmi
This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show tha...... hiện toàn bộ
How do parenting concepts vary within and between the families?
European Journal of Psychology of Education - - 2009
Isabelle Roskam, Jean Meunier
The development of gender differences in affective expression and in the relationship between mood and achievement-related self-judgments
European Journal of Psychology of Education - Tập 17 - Trang 377-392 - 2002
Rolf Reber, August Flammer
In this study, 434 children and adolescents completed the Control-,Agency-, and Means-ends beliefs Interview (CAMI). Moreover, we asked for current mood-state and achievement-related affect after success and failure at school. There was no gender difference in achievement-related affective expression in children (9 and 10 years old), but there was a substantial difference in adolescents (15 and 16...... hiện toàn bộ
Gender differences in mathematical achievement development: a family psychobiosocial model
European Journal of Psychology of Education - Tập 38 - Trang 1481-1504 - 2023
Mei-Shiu Chiu
This study proposes a family psychobiosocial model on gender differences in cognitive development. Specifically, the aim is to investigate how family biological, socioeconomic, and psychological factors predict child mathematics achievement (MAch) development. The data were obtained from the Millennium Cohort Study. Children’s pattern construction scores collected at ages 5 and 7 years worked as M...... hiện toàn bộ
Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension
European Journal of Psychology of Education - - Trang 1-31 - 2023
Macarena Silva, Kate Cain
The development of 4- to 6-year-olds’ narrative skills was investigated in relation to their receptive vocabulary, grammar, and home literacy environment. At Time One, 82 children aged 4 to 6 years completed standardised assessments of cognitive ability, vocabulary, and grammar. Narrative production and comprehension were assessed by the narration of a wordless picture book and questions about the...... hiện toàn bộ
The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level
European Journal of Psychology of Education - Tập 23 - Trang 355-372 - 2008
Fernando Justicia, M. Carmen Pichardo, Francisco Cano, A. B. G. Berbén, Jesús De la Fuente
The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA...... hiện toàn bộ
Is logographic processing holistic or analytic?
European Journal of Psychology of Education - Tập 18 - Trang 239-249 - 2003
Vanessa Genisio, Mireille Bastien-Toniazzo
Two tasks of word identification were proposed to children in their last year of upper preschool classes. The results show that identification is not based on an holistic processing but on an analytic one: some letters are enough, especially the first ones. Moreover, their order does not matter. During this period where reading is visuo-semantic in nature, children process letters as words propert...... hiện toàn bộ
Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement
European Journal of Psychology of Education -
Loukia David, Netta Weinstein
AbstractEducators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology,...... hiện toàn bộ
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