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Psychology in Russia: State of the Art — 2019 — № 4

Psychology in Russia: State of the Art — 2019 — № 4

Editorial

DOI: 10.11621/pir.2019.0400
Schad, E., Arnold, C. (2019). Educational Psychology in Europe. Psychology in Russia: State of the Art, 12(4), 3–7.

Educational psychology from a contemporary perspective

DOI: 10.11621/pir.2019.0401
Schwarz, U., Gawrilow, C. (2019). Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment. Psychology in Russia: State of the Art, 12(4), 8-22.
DOI: 10.11621/pir.2019.0402
Schad, E., Johnsson, P. (2019). Well-Being and Working Conditions of Teachers in Sweden. Psychology in Russia: State of the Art, 12(4), 23-46. .
DOI: 10.11621/pir.2019.0403
Lazarová, B., Hlaďo, P., Hloušková, L. (2019). Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables. Psychology in Russia: State of the Art, 12(4), 47-64.
DOI: 10.11621/pir.2019.0404
Hatzichristou, C., Lianos, P., Lampropoulou, A. (2019). Supporting Vulnerable Groups of Students in Educational Settings: University Initiatives and Partnerships. Psychology in Russia: State of the Art, 12(4), 65–78.
DOI: 10.11621/pir.2019.0405
Juriševič, M., Lazarová, B., Gajdošová, E. (2019). Evidence–Based Practice for Psychologists in Education: A Comparative Study from the Czech Republic, Slovakia, and Slovenia. Psychology in Russia: State of the Art, 12(4), 79–100.
DOI: 10.11621/pir.2019.0406
Juriševič, M., Žerak, U. (2019). Attitudes towards Gifted Students and Their Education in the Slovenian Context. Psychology in Russia: State of the Art, 12(4), 101-117.
DOI: 10.11621/pir.2019.0407
Bahia, S., Nogueira, J. (2019). The Importance of Communicating Psychological Concepts in Educational Contexts: a Portuguese Exhibition. Psychology in Russia: State of the Art, 12(4), 118–134.
DOI: 10.11621/pir.2019.0408
Mironova, K. (2019). The Principle of Open Individuality as a Basis for Teenagers’ Creative Interaction with Lyric Poems. Psychology in Russia: State of the Art, 12(4), 135-147.
DOI: 10.11621/pir.2019.0409
Leon, J.A., León-López, A. (2019). Reading Performance in Adults with Intellectual and Developmental Disability (IDD) When They Read Different Kinds of Texts. Psychology in Russia: State of the Art, 12(4), 148-158.
DOI: 10.11621/pir.2019.0410
Dinet, J., Bauchet, C., Hoareau, L. (2019). Collaborative Game Design with Children with Hemophilia as a Tool for Influencing Opinions about Physical Activity at School. Psychology in Russia: State of the Art, 12(4), 159-171.
DOI: 10.11621/pir.2019.0411
Henriksson, F., Lindén, E.K., Schad, E. (2019). Well-being and Stress Among Upper Secondary School Pupils in Sweden. Psychology in Russia: State of the Art, 12(4), 172-195.
DOI: 10.11621/pir.2019.0412
Petrulytė, A., Guogienė, V., Rimienė, V. (2019). Adolescent Social Emotional Health, Empathy, and Self-esteem: Preliminary Validation of the Lithuanian Version of the SEHS-S Questionnaire. Psychology in Russia: State of the Art, 12(4), 196-209.
DOI: 10.11621/pir.2019.0413
Bunn, H., Turner, G., Macro, E. (2019). The Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services? Psychology in Russia: State of the Art, 12(4), 210-225.


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