“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? Céline DarnonFabrizio ButeraChris S. Hulleman OriginalPaper Pages: 423 - 434
Synthesising information from various texts: A study of procedures and products at different educational levels Mar MateosIsabel Solé OriginalPaper Pages: 435 - 451
Teacher education graduates’ entrance into the teaching profession: Development and test of a model Isabel RotsAntonia Aelterman OriginalPaper Pages: 453 - 471
Psychological adjustment in bullies and victims of school violence Estefanía EstévezSergio MurguiGonzalo Musitu OriginalPaper Pages: 473 - 483
Cultural artifact and children’s understanding of the shape of the Earth: The case of Moroccan children Bertrand TroadecBenaissa ZarhbouchValérie Frède OriginalPaper Pages: 485 - 498
Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies Rebecca ShanklandLionel Riou FrançaSerban Ionescu OriginalPaper Pages: 499 - 512
Conception of learning and motivation of Spanish psychology undergraduates in different academic levels Samuel RabanaqueJ. Reinaldo Martínez-Fernández OriginalPaper Pages: 513 - 528
How do secondary students approach different types of division with remainder situations? Some evidence from Spain Purificación RodríguezM. Oliva LagoSonia Caballero OriginalPaper Pages: 529 - 543
The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions Izabela SoriĆMarko PalekčiĆ OriginalPaper Pages: 545 - 565
