| 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.
|
|
|
25 |
5 |
p. 1113-1134
|
artikel
|
| 2 |
A critical review of positive education: challenges and limitations
|
Cabanas, Edgar
|
|
|
25 |
5 |
p. 1249-1272
|
artikel
|
| 3 |
Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing
|
Parker, Patti C.
|
|
|
25 |
5 |
p. 1031-1049
|
artikel
|
| 4 |
Implicit gender-science stereotypes and college-major intentions of italian adolescents
|
De Gioannis, Elena
|
|
|
25 |
5 |
p. 1093-1112
|
artikel
|
| 5 |
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
|
|
|
25 |
5 |
p. 1003-1030
|
artikel
|
| 6 |
Mirror, mirror on the wall, tell me that I have succeeded at it all: Self-esteem and the defensive mechanisms against failure
|
Zogmaister, Cristina
|
|
|
25 |
5 |
p. 1221-1248
|
artikel
|
| 7 |
School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China
|
Tan, Minda
|
|
|
25 |
5 |
p. 1135-1155
|
artikel
|
| 8 |
Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation
|
Koh, Jinyoung
|
|
|
25 |
5 |
p. 1071-1092
|
artikel
|
| 9 |
Snitching versus reporting: A qualitative analysis of barriers and facilitators to addressing safety concerns among high school students
|
Espelage, Dorothy L.
|
|
|
25 |
5 |
p. 1177-1203
|
artikel
|
| 10 |
The homophily and centrality of LGBQ youth: A new story?
|
Jones, Martin H.
|
|
|
25 |
5 |
p. 1157-1175
|
artikel
|
| 11 |
Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)
|
Obermeier, Ramona
|
|
|
25 |
5 |
p. 1051-1070
|
artikel
|
| 12 |
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
|
|
|
25 |
5 |
p. 1205-1219
|
artikel
|
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