Journal

Special Issue on University Student Learning

ZHANG, Li Fang (Guest Ed.), HESSELS, Marco G.P. (Ed.)

Abstract

This issue of JCEP is a special issue on the theme of “University Student Learning.” It was
guest-edited by Li Fang Zhang of the University of Hong Kong. The contributions in this
special issue, coming from China, the United Kingdom, the United States, Switzerland, South
Africa, and Hong Kong, reflect the true international scope of JCEP. Although all articles are
focused on university student learning, the topics are very varied and consider professional
development of prospective teachers, alienation among students and counseling,
achievement goals and well-being, intellectual styles, self-regulated learning, literacy and
cognitive processes, and peer feedback in supporting learning. The issue is concluded by two
individual research articles.

Reference
ZHANG, Li Fang (Guest Ed.), HESSELS, Marco G.P. (Ed.). Special Issue on University Student
Learning. Journal of Cognitive Education and Psychology, 2015, vol. 14, no. 1, p. 3-159

Available at:
http://archive-ouverte.unige.ch/unige:46579

Disclaimer: layout of this document may differ from the published version.
Volume 14, Number 1, 2015

Journal of Cognitive
Education and Psychology
SPECIAL ISSUE ON UNIVERSITY STUDENT LEARNING
Li-fang Zhang, Guest Editor

FROM THE EDITOR

The International Association for Cognitive Education and
Psychology and the Journal of Cognitive Education and Psychology3
Marco G. P. Hessels

SPECIAL ISSUE ARTICLES

Indicators of Professional Development in Texts Written by
Prospective Teachers 4
Kristine Balslev, Sabine Vanhulle, and Sandra Pellanda Dieci
Alienation Among College Students and Attitudes
Toward Face-to-Face and Online Counseling:
Implications for Student Learning 28
Jacqueline Lewis, Diane H. Coursol, Karin Lindstrom Bremer, and
Oleksandr Komarenko
Incremental Validity of Achievement Goals in Predicting
Subjective Well-Being Among University Students 38
Chen Chen
Intellectual Styles: Their Associations and Their Relationships to
Ability and Personality 63
Qiuzhi Xie
Fostering Self-Regulated Learning Among Students by
Means of an Electronic Learning Diary: A Training Experiment 77
Charlotte Dignath-van Ewijk, Sabine Fabriz, and Gerhard Büttner
Academic Literacy and Cognitive Processing: Effects on
the Examination Outcomes of Speech-Language Pathology Students at
a South African University 98
Heila Jordaan and Sharon Moonsamy
Students’ Perspectives on the Role of Peer Feedback in Supporting Learning 110
Carol Evans
THEORY AND RESEARCH
Dynamic Assessment With the Bayley-III Among Young Children With
Developmental Disabilities 126
Linda Visser, Selma A. J. Ruiter, Bieuwe F. van der Meulen,
Wied A. J. J. M. Ruijssenaars, and Marieke E. Timmerman
Epistemological World View Preference Predicts Recall Patterns From
a History Text 143
Benjamin Forsyth and Brice Beck

Journal of Cognitive Education and Psychology is published three times a year by Springer Publishing Company, LLC,
New York.
Business Off ice: All business correspondence, including subscriptions, renewals, and address changes, should
be addressed to Springer Publishing Company, LLC, 11 West 42nd Street, 15th Fl., New York, NY 10036.
www.springerpub.com
Editorial Off ice: Manuscripts for publication should be submitted electronically using Editorial Manager: www.­
editorialmanager.com/jcep
Subscription Rates (per Year): For institutions: Print, $315; Online, $315; Print & Online, $435. For i­ndividuals:
Print, $115; Online, $115; Print & Online, $169. Outside the United States—for institutions: Print, $375; ­Online, $315;
Print & Online, $499. For individuals: Print, $139; Online, $115; Print & Online, $199.
Permission to reprint articles may be obtained from the Copyright Clearance Center, Inc., 222 Rosewood Drive,
Danvers, MA 01923, 978-750-8400, fax 978-646-8600, info@copyright.com or on the web at www.copyright.com.
This permission holds for copying done for personal or internal reference use only; it does not extend to other kinds
of copying, such as copying for general distribution, advertising or promotional purposes, creating new collective
works, or for resale. Requests for permissions or further information should be addressed to Springer Publishing
Company, LLC.
Postmaster: Send address changes to Journal of Cognitive Education and Psychology/Springer Publishing Company,
LLC, 11 West 42nd Street, New York, NY 10036.
Copyright © 2015 Springer Publishing Company, LLC, New York. ISSN 1945-8959