| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic entitlement decreases engagement in and out of the classroom and increases classroom incivility attitudes
|
Knepp, Kristen A.
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5 |
p. 1113-1134
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artikel
|
| 2 |
Academic entitlement: its relationship with academic behaviors and attitudes
|
Fromuth, Mary Ellen
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5 |
p. 1153-1167
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artikel
|
| 3 |
Academic stereotype threat and engagement of higher vocational students: A moderated mediation model
|
Bao, Xiaohong
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5 |
p. 1419-1435
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artikel
|
| 4 |
Achievement and beliefs outcomes of students with high and low expectation teachers
|
Rubie-Davies, Christine
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5 |
p. 1173-1201
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artikel
|
| 5 |
Achievement trajectories in low-achieving students as a function of perceived classroom goal structures and socioeconomic backgrounds
|
Quintero, Michaela
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5 |
p. 1341-1367
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artikel
|
| 6 |
A critical review of positive education: challenges and limitations
|
Cabanas, Edgar
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|
5 |
p. 1249-1272
|
artikel
|
| 7 |
A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement
|
Török, Lilla
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|
2018
|
|
5 |
p. 1175-1202
|
artikel
|
| 8 |
Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing
|
Parker, Patti C.
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5 |
p. 1031-1049
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artikel
|
| 9 |
A longitudinal study of factors predicting students’ intentions to leave upper secondary school in Norway
|
Haugan, Jan Arvid
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|
5 |
p. 1259-1279
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artikel
|
| 10 |
Always look on the bright side of students: does valence of teacher perceptions relate to students’ educational performance?
|
Tandler, Nancy
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5 |
p. 1121-1147
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artikel
|
| 11 |
A review of growth mindset intervention in higher education: the case for infographics in cultivating mindset behaviors
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Cheng, Michelle W. T.
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5 |
p. 1335-1362
|
artikel
|
| 12 |
Attachment style and self-handicapping: the mediating role of the imposter phenomenon
|
Jensen, Laura E.
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|
5 |
p. 1259-1276
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artikel
|
| 13 |
Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis
|
Thornberg, Robert
|
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2018
|
|
5 |
p. 1133-1151
|
artikel
|
| 14 |
Cell phones and grades: examining mediation by perceived control and anxiety
|
Krylova, Masha V.
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|
5 |
p. 1277-1301
|
artikel
|
| 15 |
Correction to: Taking their perspective: Students’ reasons and aims of achievement striving in their own words
|
Michou, Aikaterini
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|
5 |
p. 1417-1418
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artikel
|
| 16 |
Do adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation?
|
Starr, Christine R.
|
|
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|
5 |
p. 1109-1129
|
artikel
|
| 17 |
Does classroom social comparison bias students’ evaluation of their own competence?
|
Boissicat, Natacha
|
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|
5 |
p. 1303-1326
|
artikel
|
| 18 |
Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes
|
Lohbeck, Annette
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|
5 |
p. 1367-1384
|
artikel
|
| 19 |
Envisioning college success: the role of student identity centrality
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Holmes, Joshua M.
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|
5 |
p. 1015-1034
|
artikel
|
| 20 |
Ethnic discrimination in secondary education: Does the solution lie in multicultural education and the ethnic school composition?
|
D’hondt, Fanny
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5 |
p. 1231-1258
|
artikel
|
| 21 |
Examining active help-seeking behavior in first-generation college students
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White, Makita
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|
5 |
p. 1369-1390
|
artikel
|
| 22 |
Examining the effectiveness of brief interventions to strengthen a positive implicit relation between women and STEM across two timepoints
|
Farrell, Lynn
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|
5 |
p. 1203-1231
|
artikel
|
| 23 |
Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school
|
Fauth, Benjamin
|
|
2018
|
|
5 |
p. 1225-1249
|
artikel
|
| 24 |
Factors related to academic self-handicapping in Black students attending a predominantly White University
|
Robinson, Dwan
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|
5 |
p. 1437-1454
|
artikel
|
| 25 |
Fear of the known? The effect of peer relevance and gender on women’s math performance under threat
|
Marx, David M.
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|
5 |
p. 1197-1214
|
artikel
|
| 26 |
Has the ship sailed? The causes and consequences of school dropout from an ecological viewpoint
|
Koc, Muharrem
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|
5 |
p. 1149-1171
|
artikel
|
| 27 |
How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress
|
Maftei, Alexandra
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|
5 |
p. 1321-1339
|
artikel
|
| 28 |
Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice
|
Rissanen, Inkeri
|
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|
5 |
p. 1201-1225
|
artikel
|
| 29 |
Identifying pre-service teachers’ profiles of conceptions of learning: a cluster analysis
|
Vettori, Giulia
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|
5 |
p. 1131-1152
|
artikel
|
| 30 |
Implicit gender-science stereotypes and college-major intentions of italian adolescents
|
De Gioannis, Elena
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|
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|
5 |
p. 1093-1112
|
artikel
|
| 31 |
Ingroup role models and underrepresented students’ performance and interest in STEM: A meta-analysis of lab and field studies
|
Lawner, Elizabeth K.
|
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|
|
5 |
p. 1169-1195
|
artikel
|
| 32 |
Insufficient evidence: mindset intervention in developmental college math
|
Mills, Ida M.
|
|
2018
|
|
5 |
p. 1045-1059
|
artikel
|
| 33 |
Job demands and job resources as predictors of teacher motivation and well-being
|
Skaalvik, Einar M.
|
|
2018
|
|
5 |
p. 1251-1275
|
artikel
|
| 34 |
Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator
|
Zang, Ning
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|
|
5 |
p. 1003-1030
|
artikel
|
| 35 |
Latino parents’ science beliefs and support of high school students’ motivational beliefs: Do the relations vary across gender and familism values?
|
Simpkins, Sandra
|
|
2018
|
|
5 |
p. 1203-1224
|
artikel
|
| 36 |
Mentorship reconsidered: A case study of K-12 teachers’ mentor-mentee relationships during the COVID-19 pandemic
|
Haidusek-Niazy, Sonya
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|
|
|
5 |
p. 1269-1288
|
artikel
|
| 37 |
Mirror, mirror on the wall, tell me that I have succeeded at it all: Self-esteem and the defensive mechanisms against failure
|
Zogmaister, Cristina
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|
5 |
p. 1221-1248
|
artikel
|
| 38 |
Participatory practices and political knowledge: how motivational inequality moderates the effects of formal participation on knowledge
|
Reichert, Frank
|
|
|
|
5 |
p. 1085-1108
|
artikel
|
| 39 |
Perceived discrimination and educational attainment for U.S. Black adults: the influence of Black racial identity
|
Berwise, Clifton A.
|
|
|
|
5 |
p. 1385-1406
|
artikel
|
| 40 |
Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
|
Haw, Joseph Y.
|
|
|
|
5 |
p. 1289-1319
|
artikel
|
| 41 |
Personality, coping, and school well-being: an investigation of high school students
|
Evans, Paul
|
|
2018
|
|
5 |
p. 1061-1080
|
artikel
|
| 42 |
Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families?
|
Ferreira, Inês A.
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|
|
|
5 |
p. 1163-1191
|
artikel
|
| 43 |
Prejudice and need for relatedness expressed in the narratives of Finnish Roma early school leavers: A multi-case study
|
Pikkarainen, Merja T.
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|
5 |
p. 1245-1267
|
artikel
|
| 44 |
Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis
|
Sneyers, Elien
|
|
2018
|
|
5 |
p. 1153-1173
|
artikel
|
| 45 |
Pygmalion in instruction? Tracking, teacher reward structures, and educational inequality
|
Andersen, Ida Gran
|
|
2018
|
|
5 |
p. 1021-1044
|
artikel
|
| 46 |
Reducing the effects of the stereotype threat that girls perform less well than boys in mathematics: the efficacy of a mixed debate in a real classroom situation
|
Vallée, Boris
|
|
|
|
5 |
p. 1327-1341
|
artikel
|
| 47 |
“Running on fumes”: emotional exhaustion and burnout of teachers following a natural disaster
|
O’Toole, Veronica M.
|
|
2018
|
|
5 |
p. 1081-1112
|
artikel
|
| 48 |
School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China
|
Tan, Minda
|
|
|
|
5 |
p. 1135-1155
|
artikel
|
| 49 |
Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation
|
Koh, Jinyoung
|
|
|
|
5 |
p. 1071-1092
|
artikel
|
| 50 |
Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit
|
Skaalvik, Cecilie
|
|
|
|
5 |
p. 1343-1366
|
artikel
|
| 51 |
Shared goals and values in the teaching profession, job satisfaction and motivation to leave the teaching profession: The mediating role of psychological need satisfaction
|
Skaalvik, Einar M.
|
|
|
|
5 |
p. 1227-1244
|
artikel
|
| 52 |
Snitching versus reporting: A qualitative analysis of barriers and facilitators to addressing safety concerns among high school students
|
Espelage, Dorothy L.
|
|
|
|
5 |
p. 1177-1203
|
artikel
|
| 53 |
Social status and wanting popularity: different relationships with academic motivation and achievement
|
Jones, Martin H.
|
|
|
|
5 |
p. 1281-1303
|
artikel
|
| 54 |
Stereotypes about overweight students and their impact on grading among physical education teachers
|
Glock, Sabine
|
|
|
|
5 |
p. 1193-1208
|
artikel
|
| 55 |
Stressors and vulnerability during upper secondary school: subjective experiences of classroom climate and coping beliefs as predicting factors of school stress in Norway
|
Haugan, Jan Arvid
|
|
|
|
5 |
p. 1125-1144
|
artikel
|
| 56 |
Success in higher education: differences between first- and continuous-generation students
|
Burger, Andri
|
|
|
|
5 |
p. 1059-1083
|
artikel
|
| 57 |
Taking their perspective: Students’ reasons and aims of achievement striving in their own words
|
Michou, Aikaterini
|
|
|
|
5 |
p. 1391-1416
|
artikel
|
| 58 |
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach
|
Wang, Shengnan
|
|
|
|
5 |
p. 1305-1333
|
artikel
|
| 59 |
Teachers’ experiences and recommendations to support refugee students exposed to trauma
|
Barrett, Naomi
|
|
|
|
5 |
p. 1259-1280
|
artikel
|
| 60 |
Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within
|
Putwain, David W.
|
|
2018
|
|
5 |
p. 1001-1019
|
artikel
|
| 61 |
Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy
|
Bentley-Edwards, Keisha L.
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|
|
|
5 |
p. 1233-1257
|
artikel
|
| 62 |
The buffering effect of parent social support in the longitudinal associations between cyber polyvictimization and academic outcomes
|
Wright, Michelle F.
|
|
|
|
5 |
p. 1145-1161
|
artikel
|
| 63 |
The causalities between learning burnout and internet addiction risk: A moderated-mediation model
|
Qin, Yao
|
|
|
|
5 |
p. 1455-1477
|
artikel
|
| 64 |
The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment
|
Tan, Tony Xing
|
|
|
|
5 |
p. 1209-1229
|
artikel
|
| 65 |
The homophily and centrality of LGBQ youth: A new story?
|
Jones, Martin H.
|
|
|
|
5 |
p. 1157-1175
|
artikel
|
| 66 |
The impact of occupational needs for education on education aspirations: a hybrid fixed effects model with lagged endogenous variables
|
Liu, Lu
|
|
|
|
5 |
p. 1035-1058
|
artikel
|
| 67 |
The need for self-control in achievement tests: Changes in students’ state self-control capacity and effort investment
|
Lindner, Christoph
|
|
2018
|
|
5 |
p. 1113-1131
|
artikel
|
| 68 |
The predictive value of school climate and teacher techniques on students’ just world beliefs: a comprehensive Brazilian sample
|
Thomas, Kendra J.
|
|
|
|
5 |
p. 1239-1257
|
artikel
|
| 69 |
The role of social support in fostering school engagement in urban schools characterised by high risk of early leaving from education and training
|
Nouwen, Ward
|
|
|
|
5 |
p. 1215-1238
|
artikel
|
| 70 |
Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)
|
Obermeier, Ramona
|
|
|
|
5 |
p. 1051-1070
|
artikel
|
| 71 |
University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching Practices by their students: An exploratory study
|
Muenks, Katherine
|
|
|
|
5 |
p. 1205-1219
|
artikel
|
| 72 |
What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions
|
Jenßen, Lars
|
|
|
|
5 |
p. 1105-1123
|
artikel
|
| 73 |
“Where will I belong more?”: The role of belonging comparisons between STEM fields in high school girls’ STEM interest
|
Veldman, Jenny
|
|
|
|
5 |
p. 1363-1387
|
artikel
|
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