Educational psychology

Educational psychology

  • Symanyuk E. E., Pecherkina A. A. (2016). Psychological predictors of inhibition development in educational environments. Psychology in Russia: State of the Art, 9(3), 127-140.
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    3435
  • Solovieva Y., Rosas-Rivera Y., Quintanar-Rojas L. (2016). Problem solution as a guided activity with Mexican schoolchildren. Psychology in Russia: State of the Art, 9(3), 57-75.
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    2072
  • Shen C., Miele D. B., Vasilyeva M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the Art, 9(3), 38-56.
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    2767
  • Kholodnaya M. A., Gelfman E. G. (2016). Development-focused educational texts as a basis for learners’ intellectual development in studying mathematics (DET technology). Psychology in Russia: State of the Art, 9(3), 24-37.
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    1612
  • Verbitskaya, L.A., Malykh, S.B., Zinchenko, Yu.P., Tikhomirova, T.N. (2015). Cognitive predictors of success in learning Russian. Psychology in Russia: State of the Art, 8(4), 91-100.
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    3080
  • Sobkin, V. S., Lykova, T. A. (2015). Sociometric status of Theatre College students and its relation to their personal characteristics and educational activitie. Psychology in Russia: State of the Art, 8(4), 155-166.
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    2991
  • Morosanova V.I., Fomina T.G., Bondarenko I.N. (2015). Academic achievement: Intelligence, regulatory, and cognitive predictors. Psychology in Russia: State of the Art, 8(3), 136-157.
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    4039
  • Kulikova T.I., Maliy D.V. (2015). The correlation between a passion for computer games and the school performance of younger schoolchildren. Psychology in Russia: State of the Art, 8(3), 124-136.
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    5257
  • Singer E. (2015). Play and playfulness in early childhood education and care. Psychology in Russia: State of the Art, 8(2), 27-35.
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    7192
  • Veraksa N.E., Veraksa A.N. (2015). The technique of project activity: A new approach in Russian preschool. Psychology in Russia: State of the Art, 8(2), 73-86.
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    4205
  • Karlsson Lohmander M., Pramling Samuelsson I. (2015). Play and learning in early childhood education in Sweden. Psychology in Russia: State of the Art, 8(2), 18-26.
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    5182
  • Gjems L., Sheridan S. (2015). Early literacy in Norwegian and Swedish preschool teacher education. Psychology in Russia: State of the Art, 8(2), 4-17.
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    4299
  • Baeva I.A., Bordovskaia N.V. (2015). The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers. Psychology in Russia: State of the Art, 8(1), 86-99.
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    3892
  • Shmeleva E.A., Kislyakov P.A., Luneva L.F., Maltseva L.D. (2015). Psychological factors of the readiness of teachers to ensure social security in the educational environment. Psychology in Russia: State of the Art, 8(1), 74-85.
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    3875
  • Kostromina S.N., Bordovskaia N.V., Rosum S.I., Moskvicheva N.L., Iskra N.N. (2014). Research potential and cognitive features of students. Psychology in Russia: State of the Art, 7(4), 122-136.
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    3731
  • Khanina I.B. (2014). The professional world and professional activity of a medical university lecturer. Psychology in Russia: State of the Art, 7(4), 111-121.
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    3058
  • Glotova G.A., Wilchelm A.M. (2014). Teachers’ notions about their communicative competencies. Psychology in Russia: State of the Art, 7(4), 98-110.
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    3081
  • Dias A., César M. (2014). Museums as spaces and times for learning and social participation. Psychology in Russia: State of the Art, 7(4), 20-34.
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    4079
  • Courela C., César M. (2014). Crafting a neo-Vygotskian approach to adult education in Portugal: Collaborative project work in an alternative curriculum. Psychology in Russia: State of the Art, 7(3), 100-113.
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    3873
  • Korotaeva I.V. (2014) Metacognitive strategies in reading comprehension of majors in education and psychology. Psychology in Russia: State of the Art, 8(2), 39-47.
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    2827