| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Achievement goal contagion: mastery and performance goals spread among classmates
|
King, Ronnel B.
|
|
|
23 |
3 |
p. 795-814
|
article
|
| 2 |
Does school choice have implications for parents’ social capital and adolescents’ academic outcomes?
|
Day, Elizabeth
|
|
|
23 |
3 |
p. 815-836
|
article
|
| 3 |
Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review
|
Avolio, Beatrice
|
|
|
23 |
3 |
p. 773-794
|
article
|
| 4 |
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
|
Kessels, Ursula
|
|
|
23 |
3 |
p. 583-613
|
article
|
| 5 |
Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy
|
Thornberg, Robert
|
|
|
23 |
3 |
p. 563-581
|
article
|
| 6 |
Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross-sectional study
|
Bedyńska, Sylwia
|
|
|
23 |
3 |
p. 755-771
|
article
|
| 7 |
Teaching bystander action: forming identities that promote opposition to prejudice towards Muslim people
|
Thomas, Emma F.
|
|
|
23 |
3 |
p. 653-672
|
article
|
| 8 |
Temperamentally inhibited children are at risk for poorer maths performance: self-concept as mediator
|
Viljaranta, Jaana
|
|
|
23 |
3 |
p. 641-651
|
article
|
| 9 |
Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations?
|
Wenzel, Kristin
|
|
|
23 |
3 |
p. 721-753
|
article
|
| 10 |
The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research
|
Šimunović, Mara
|
|
|
23 |
3 |
p. 701-719
|
article
|
| 11 |
Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction
|
Begrich, Lukas
|
|
|
23 |
3 |
p. 673-699
|
article
|
| 12 |
Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors
|
Trusz, Sławomir
|
|
|
23 |
3 |
p. 615-639
|
article
|
Journal description