1. “Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?

   • Céline Darnon
   • Fabrizio Butera
   • Chris S. Hulleman

   OriginalPaper Pages: 423 - 434

2. Synthesising information from various texts: A study of procedures and products at different educational levels

   • Mar Mateos
   • Isabel Solé

   OriginalPaper Pages: 435 - 451

3. Teacher education graduates’ entrance into the teaching profession: Development and test of a model

   • Isabel Rots
   • Antonia Aelterman

   OriginalPaper Pages: 453 - 471

4. Psychological adjustment in bullies and victims of school violence

   • Estefanía Estévez
   • Sergio Murgui
   • Gonzalo Musitu

   OriginalPaper Pages: 473 - 483

5. Cultural artifact and children’s understanding of the shape of the Earth: The case of Moroccan children

   • Bertrand Troadec
   • Benaissa Zarhbouch
   • Valérie Frède

   OriginalPaper Pages: 485 - 498

6. Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies

   • Rebecca Shankland
   • Lionel Riou França
   • Serban Ionescu

   OriginalPaper Pages: 499 - 512

7. Conception of learning and motivation of Spanish psychology undergraduates in different academic levels

   • Samuel Rabanaque
   • J. Reinaldo Martínez-Fernández

   OriginalPaper Pages: 513 - 528

8. How do secondary students approach different types of division with remainder situations? Some evidence from Spain

   • Purificación Rodríguez
   • M. Oliva Lago
   • Sonia Caballero

   OriginalPaper Pages: 529 - 543

9. The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions

   • Izabela SoriĆ
   • Marko PalekčiĆ

   OriginalPaper Pages: 545 - 565

10. Acknowledgements

    Acknowledgments Pages: 571 - 571