Vol. 6, No. 2 (2016), Journal of Educational and Developmental Psychology

• • Effects of Classroom Activities on Affective State—A Comparison of Third and Fifth Graders
  • •  Michael Fartoukh   
    •  Lucile Chanquoy   
    • p1
    •  PDF 
      
• • Children’s and Adults’ Understanding of Faux Pas and Insults
  • •  Rae Anne Pearson   
    •  Bradford Pillow   
    • p14
    •  PDF 
      
• • Investigation on the Applicability of Reggio Emilia Approach in Teaching Early Childhood Education: An Intensive Comparison between China and Tanzania
  • •  Sarah Chiwamba   
    • p29
    •  PDF 
      
• • How Did I Become Me?—Identical Female Twins Describe the Development of Their Individuality
  • •  Kaarina Määttä   
    •  Heini Päiveröinen   
    •  Riikka Määttä   
    •  Satu Uusiautti   
    • p37
    •  PDF 
      
• • Cyberbullying: Adolescents’ Experiences, Responses, and Their Beliefs about Their Parents’ Recommended Responses
  • •  Taylor Wadian   
    •  Tucker Jones   
    •  Tammy Sonnentag   
    •  Mark Barnett   
    • p47
    •  PDF 
      
• • Reducing Stress in Youth: A Pilot-Study on the Effects of a University-Based Intervention Program for University Students in Pune, India
  • •  Emma de Wit   
    •  - Adithy   
    •  Joske Bunders-Aelen   
    •  Barbara Regeer   
    • p53
    •  PDF 
      
• • The Study of Internet Use and Academic Achievement of Elementary Students in Bangkok
  • •  Aouyporn Suphasawat   
    •  Sirichai Hongsanguansri   
    •  Patcharin Seree   
    •  Ouaychai Rotjananirunkit   
    • p71
    •  PDF 
      
• • Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder
  • •  Christine K. Syriopoulou Delli   
    •  Ioanna Papavassiliou Alexiou   
    •  Dimitra Karampilia   
    • p84
    •  PDF 
      
• • Multiple Measures of Family and Social Support as Predictors of Psychological Well-Being: An Additive Approach
  • •  Hema Mason   
    • p97
    •  PDF 
      
• • Young Brazilian Children’s Emotion Understanding: A Comparison within and across Cultures
  • •  Silja B. Karstad   
    •  Arne Vikan   
    •  Turid S. Berg-Nielsen   
    •  Pollyana de Lucena Moreira   
    •  Eloá Losano de Abreu   
    •  Júlio Rique   
    • p113
    •  PDF 
      
• • Relationship between Turnover Rate and Job Satisfaction of Foreign Language Teachers in Macau
  • •  Luis Miguel Dos Santos   
    • p125
    •  PDF 
      
• • Student Perceptions of Teachers’ Mindset Beliefs in the Classroom Setting
  • •  C. Anne Gutshall   
    • p135
    •  PDF 
      
• • Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance
  • •  Femke E. Stad   
    •  Karl H. Wiedl   
    •  Wilma C. M. Resing   
    • p143
    •  PDF 
      
• • Relational Social Justice Identity Development among Chinese International High School Students
  • •  Christine J. Yeh   
    •  Suellen Lee   
    •  Leyla Pérez-Gualdrón   
    • p155
    •  PDF 
      
• • Ethnic Identity, Discrimination, and School Social Adjustment among Canadian Youth
  • •  Lina Darwich   
    •  Robyn McClure   
    •  Shelley Hymel   
    • p166
    •  PDF 
      
• • Perceived Stress and Psychiatric Symptoms in Swedish Upper Secondary School Students
  • •  Frida Thorsen   
    •  Carl Antonson   
    •  Jan Sundquist   
    •  Kristina Sundquist   
    • p183
    •  PDF 
      
• • Perceived African American Father’s and Mother’s Involvement on Adult Children’s Mental Health
  • •  Hema Mason   
    • p195
    •  PDF 
      
• • The Value of Circle Time as an Intervention Strategy
  • •  Jonathan Glazzard   
    • p207
    •  PDF 
      
• • Moral and Social Values Embodied in the Books Content of National Interactive Curriculum for Kindergartens in Jordan—An Analytical Study
  • •  Reham M Al-Mohtadi   
    •  Eid H El-Subhieen   
    •  Ahmad A Al-khattab   
    • p216
    •  PDF 
      
• • Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 6, No. 2
  • •  Barbara Sun   
    • p224
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.