nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
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 |
|
|
24 |
6 |
p. 1557-1583 |
artikel |
2 |
‘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 |
|
|
24 |
6 |
p. 1607-1641 |
artikel |
3 |
‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students
|
Johnston, Olivia |
|
|
24 |
6 |
p. 1535-1556 |
artikel |
4 |
Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction
|
Skaalvik, Einar M. |
|
|
24 |
6 |
p. 1389-1406 |
artikel |
5 |
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 |
|
|
24 |
6 |
p. 1643-1662 |
artikel |
6 |
Cross-cultural differences in academic self-efficacy and its sources across socialization contexts
|
Gebauer, Miriam M. |
|
|
24 |
6 |
p. 1407-1432 |
artikel |
7 |
Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students
|
Palmgren, Marina |
|
|
24 |
6 |
p. 1487-1509 |
artikel |
8 |
Impacts of growth mindset and concern with performance on resilience to self-doubt in american and chinese students
|
Zhao, Qin |
|
|
24 |
6 |
p. 1585-1606 |
artikel |
9 |
Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers
|
Dings, Alexander |
|
|
24 |
6 |
p. 1461-1485 |
artikel |
10 |
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 |
|
|
24 |
6 |
p. 1433-1459 |
artikel |
11 |
Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching
|
Nalipay, Ma. Jenina N. |
|
|
24 |
6 |
p. 1663-1684 |
artikel |
12 |
The role of ethnic origin and situational information in teachers’ reactions to social exclusion among students
|
Beißert, Hanna |
|
|
24 |
6 |
p. 1511-1533 |
artikel |