Volume 7 (2007)

Long-term memory and school performance following cognitive transition at five to seven years
Ming Wai Wan
Pages1-10
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Hong Kong student teachers' beliefs about children's learning: Influences of a cross-cultural early childhood teaching experience
Joanne Brownlee & Amy Chak
Pages 11-21
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Factors associated with physical activity in a sample of British secondary school students
David Lubans, Kathy Sylva & Philip J. Morgan
Pages22-30
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College students' metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies
Li Cao, & John L. Nietfeld
Pages 31-46
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Review of  I. Hay, D. Bochner & C. Dungey (2006) Making the Grade: A guide to successful communication and study, Oxford University Press
Jill Scevak
Pages47-48
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Pathways theory of progression through higher education
Rosalie A. Robinson & Laurel J. Bornholt
Pages 49-62
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Students' conceptions of assessment and mathematics: Self-regulation raises achievement
Gavin T. L. Brown & Gerrit H. F. Hirschfeld
Pages 63-74
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Review of J. Scevak & R. Cantwell (Eds) (2006) Stepping Stones: A guide for mature-aged students at University, Melbourne: ACER
Ralph Robinson
Pages 75-76
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Review of N. Haslam (2006), Introduction to personality and intelligence, London: Sage Publications
Melissa M. Monfries
Pages 77-78
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Exploring the gender effect on EFL learners' beliefs about language learning.
Eva Bernat & Rosemarie Lloyd
Pages 79-91
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Extending the classroom Vineland
Michael G. King
Pages 92-97
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Do young children get the message? The effects of repeated video viewing on explicit and implicit information
Helen Skouteris, Leanne Kelly, Dominica E. Dorning, Kristina Calgaro, Ben Corns, Emily L. Feehan, Fiona Hamilton, Jessica Mahoney, Zoe J.  Macdonald, Sarah Tamburrini & Christopher Wood
Pages 98 - 107
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The paradox of teacher professional development programs for behaviour management: Comparing program satisfaction alongside changes in behaviour management practices
Rebecca Giallo & Louise Hayes
Pages 108-119
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Information-processing and perceptions of control: How attribution style affects task-relevant processing
Tony Yeigh
Pages 120-138
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The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.