| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement development is less important for school-placement recommendations when students are stereotyped
|
Klapproth, Florian
|
|
|
|
6 |
p. 1483-1504
|
artikel
|
| 2 |
Achievement may be rooted in teacher expectations: examining the differential influences of ethnicity, years of teaching, and classroom behaviour
|
Flanagan, Agnes M.
|
|
|
|
6 |
p. 1429-1448
|
artikel
|
| 3 |
Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM
|
Çetinkaya, Esra
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|
|
|
6 |
p. 1587-1607
|
artikel
|
| 4 |
Adding the culturally specific ingredients: the Chinese and American models of learning persistence, including learning beliefs, choice and the internalization of learning motivation
|
Wang, Yurou
|
|
|
|
6 |
p. 1557-1583
|
artikel
|
| 5 |
Adolescents’ implicit attitudes towards people with immigrant background: Differences and correlates
|
König, Sabrina
|
|
|
|
6 |
p. 1381-1409
|
artikel
|
| 6 |
A longitudinal experiment examining the joint effects of social, dimensional, and temporal comparisons on self- and external assessments of students’ abilities
|
Wolff, Fabian
|
|
|
|
6 |
p. 1723-1758
|
artikel
|
| 7 |
A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships
|
Bryce, Crystal I.
|
|
|
|
6 |
p. 1307-1323
|
artikel
|
| 8 |
Are contextual rather than personal factors at the basis of an anti-school culture? A Bayesian analysis of differences in intelligence, overexcitability, and learning patterns between (former) lower and higher-track students
|
De Bondt, Niki
|
|
|
|
6 |
p. 1627-1657
|
artikel
|
| 9 |
A scoping review of the relationship between students’ ICT and performance in mathematics and science in the PISA data
|
Odell, Bryce
|
|
|
|
6 |
p. 1449-1481
|
artikel
|
| 10 |
‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown
|
Carmignola, Matteo
|
|
|
|
6 |
p. 1607-1641
|
artikel
|
| 11 |
Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study
|
Tobisch, Anita
|
|
|
|
6 |
p. 1325-1349
|
artikel
|
| 12 |
‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students
|
Johnston, Olivia
|
|
|
|
6 |
p. 1535-1556
|
artikel
|
| 13 |
Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction
|
Skaalvik, Einar M.
|
|
|
|
6 |
p. 1389-1406
|
artikel
|
| 14 |
Competitive and cooperative practices in education: How teachers’ beliefs in school meritocracy are related to their daily practices with students
|
Darnon, Céline
|
|
|
|
6 |
p. 1789-1805
|
artikel
|
| 15 |
Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety
|
Zhou, Jihong
|
|
|
|
6 |
p. 1643-1662
|
artikel
|
| 16 |
Correction to Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues
|
Kollerová, Lenka
|
|
|
|
6 |
p. 1807-1808
|
artikel
|
| 17 |
Cross-cultural differences in academic self-efficacy and its sources across socialization contexts
|
Gebauer, Miriam M.
|
|
|
|
6 |
p. 1407-1432
|
artikel
|
| 18 |
Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment
|
Huang, Ju-Chieh
|
|
|
|
6 |
p. 1543-1563
|
artikel
|
| 19 |
Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial
|
Filderman, Marissa J.
|
|
|
|
6 |
p. 1437-1458
|
artikel
|
| 20 |
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
|
Rautanen, Pihla
|
|
|
|
6 |
p. 1481-1505
|
artikel
|
| 21 |
Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students
|
Palmgren, Marina
|
|
|
|
6 |
p. 1487-1509
|
artikel
|
| 22 |
Expressing the self or achieving security through academic choices: Implications for gender gaps in STEM pursuit
|
Soylu Yalcinkaya, Nur
|
|
|
|
6 |
p. 1507-1526
|
artikel
|
| 23 |
Friendship networks in inclusive elementary classrooms: Changes and stability related to students’ gender and self-perceived social inclusion
|
Garrote, Ariana
|
|
|
|
6 |
p. 1479-1497
|
artikel
|
| 24 |
Gender achievement gaps: the role of social costs to trying hard in high school
|
Workman, Joseph
|
|
|
|
6 |
p. 1407-1427
|
artikel
|
| 25 |
How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools
|
Yared, Hannah
|
|
|
|
6 |
p. 1505-1538
|
artikel
|
| 26 |
Impacts of growth mindset and concern with performance on resilience to self-doubt in american and chinese students
|
Zhao, Qin
|
|
|
|
6 |
p. 1585-1606
|
artikel
|
| 27 |
“I’m proud to say I was the first in my family to go to college”: How students perceive professor self-disclosure of first-generation status
|
Hansen-Brown, Ashley A.
|
|
|
|
6 |
p. 1499-1526
|
artikel
|
| 28 |
Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence
|
Martinot, Delphine
|
|
|
|
6 |
p. 1539-1564
|
artikel
|
| 29 |
Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress
|
Admiraal, Wilfried
|
|
|
|
6 |
p. 1759-1787
|
artikel
|
| 30 |
Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers
|
Dings, Alexander
|
|
|
|
6 |
p. 1461-1485
|
artikel
|
| 31 |
Network analysis of early school dropouts’ risk factors in Italy
|
Sacco, Chiara
|
|
|
|
6 |
p. 1459-1479
|
artikel
|
| 32 |
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom
|
Streck, Hannah
|
|
|
|
6 |
p. 1621-1649
|
artikel
|
| 33 |
One does not simply track students: the relationship between teachers’ perceived public track regard and their job satisfaction in a context of rigid tracking
|
Dekeyser, Lorenz
|
|
|
|
6 |
p. 1433-1459
|
artikel
|
| 34 |
Patterns of motivation and communication in learning environments: a latent profile analysis
|
Hodis, Flaviu A.
|
|
|
|
6 |
p. 1659-1685
|
artikel
|
| 35 |
School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources
|
Maas, Jasper
|
|
|
|
6 |
p. 1545-1562
|
artikel
|
| 36 |
Students as the source of demotivation for teachers: A case study of Vietnamese university EFL teachers
|
Tran, Linh H.
|
|
|
|
6 |
p. 1527-1544
|
artikel
|
| 37 |
Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study
|
Zeeb, Helene
|
|
|
|
6 |
p. 1273-1306
|
artikel
|
| 38 |
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis
|
Wang, Hui
|
|
|
|
6 |
p. 1651-1696
|
artikel
|
| 39 |
Teachers’ perception of classes’ engagement, observed motivating teaching practices, and students’ motivation: A mediation analysis
|
André, Amael
|
|
|
|
6 |
p. 1527-1542
|
artikel
|
| 40 |
Teacher support and the social classroom environment as predictors of student loneliness
|
Morin, Astrid Hoås
|
|
|
|
6 |
p. 1687-1707
|
artikel
|
| 41 |
Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching
|
Nalipay, Ma. Jenina N.
|
|
|
|
6 |
p. 1663-1684
|
artikel
|
| 42 |
The impact of fear of losing out (FoLO) on college students’ performance goal orientations and learning strategies in Singapore
|
Choi, Haelim
|
|
|
|
6 |
p. 1351-1380
|
artikel
|
| 43 |
The importance of parents for key outcomes among socio-economically disadvantaged students: Parents’ role in emergency remote education
|
Vogel, Sebastian Nicolas Thomas
|
|
|
|
6 |
p. 1565-1591
|
artikel
|
| 44 |
The relationships between bonding social capital, personal belief in a just world and well-being: an analysis of a diverse student sample
|
Hoolihan, Erin C.
|
|
|
|
6 |
p. 1609-1626
|
artikel
|
| 45 |
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis
|
Uslukaya, Alper
|
|
|
|
6 |
p. 1697-1722
|
artikel
|
| 46 |
The role of ethnic origin and situational information in teachers’ reactions to social exclusion among students
|
Beißert, Hanna
|
|
|
|
6 |
p. 1511-1533
|
artikel
|
| 47 |
The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students
|
Simonsen, Inge-Ernald
|
|
|
|
6 |
p. 1565-1586
|
artikel
|
| 48 |
Typology of habitus in education: Findings from a review of qualitative studies
|
Tan, Cheng Yong
|
|
|
|
6 |
p. 1411-1435
|
artikel
|
| 49 |
Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study
|
Thumvichit, Athip
|
|
|
|
6 |
p. 1593-1620
|
artikel
|
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