nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Achievement emotions predict transfer student academic success
|
Turnquest, Krysti N. |
|
|
27 |
4 |
p. 1481-1508 |
artikel |
2 |
Antecedents of school burnout: A longitudinal mediation study
|
Cengiz, Serkan |
|
|
27 |
4 |
p. 1901-1919 |
artikel |
3 |
“Are they like me?”: Assessing college math students’ academic and personal similarity perceptions of female peer role models
|
Marx, David M. |
|
|
27 |
4 |
p. 2031-2058 |
artikel |
4 |
Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity
|
Jones, Martin H. |
|
|
27 |
4 |
p. 1967-1987 |
artikel |
5 |
Changing preservice teacher students’ stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention
|
Lehmann-Grube, Sabine K. |
|
|
27 |
4 |
p. 1621-1658 |
artikel |
6 |
Correction to: Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms
|
Cai, Juan |
|
|
27 |
4 |
p. 2175 |
artikel |
7 |
Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM
|
Meinderts, Iris |
|
|
27 |
4 |
p. 1989-2013 |
artikel |
8 |
Defending behavior in school bullying: The role of empathic self-efficacy, social preference, and student-teacher relationship
|
Levantini, Valentina |
|
|
27 |
4 |
p. 2015-2029 |
artikel |
9 |
Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions
|
Combette, Léa Tân |
|
|
27 |
4 |
p. 2093-2109 |
artikel |
10 |
Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review
|
Vrdoljak, Antonija |
|
|
27 |
4 |
p. 2143-2174 |
artikel |
11 |
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices
|
Soncini, Annalisa |
|
|
27 |
4 |
p. 1455-1479 |
artikel |
12 |
Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress
|
Colomeischi, Aurora Adina |
|
|
27 |
4 |
p. 1755-1774 |
artikel |
13 |
Exploring the relationship between learning environments and academic achievement among young students
|
Gilman, Leon J. |
|
|
27 |
4 |
p. 1659-1672 |
artikel |
14 |
Fixed intelligence mindsets predict system legitimization in educational contexts
|
Brady, Laura M. |
|
|
27 |
4 |
p. 1557-1594 |
artikel |
15 |
Fixed is not the opposite of growth: Item keying matters for measuring mindsets
|
Grüning, David J. |
|
|
27 |
4 |
p. 2111-2127 |
artikel |
16 |
Fostering intercultural interactions and outcomes for domestic graduate students through internationalization-at-home efforts
|
Dong, Shengli |
|
|
27 |
4 |
p. 2059-2078 |
artikel |
17 |
Homework time management: Do teacher and parent autonomy support matter?
|
Xu, Jianzhong |
|
|
27 |
4 |
p. 1947-1966 |
artikel |
18 |
Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach
|
Gorgun, Guher |
|
|
27 |
4 |
p. 1509-1533 |
artikel |
19 |
Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement
|
Collie, Rebecca J. |
|
|
27 |
4 |
p. 1705-1736 |
artikel |
20 |
Quality and quantity: How contexts influence the emergence of teacher bias
|
Doyle, Lewis |
|
|
27 |
4 |
p. 1855-1882 |
artikel |
21 |
Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy
|
Van Canegem, Timo |
|
|
27 |
4 |
p. 1673-1703 |
artikel |
22 |
Self-efficacy and attitudes associate with undergraduates’ library research intentions: A theoretically-grounded investigation
|
Pfundt, Alex |
|
|
27 |
4 |
p. 1883-1899 |
artikel |
23 |
Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status
|
Rahal, Danny |
|
|
27 |
4 |
p. 1921-1946 |
artikel |
24 |
Stronger is not always better - The ambivalent effect of social identity and relative deprivation on burnout among Hungarian teachers
|
Szabó, Éva |
|
|
27 |
4 |
p. 1835-1853 |
artikel |
25 |
Students’ thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking
|
Martín-Arbós, Sergi |
|
|
27 |
4 |
p. 2079-2092 |
artikel |
26 |
Teachers’ prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships
|
Yotyodying, Sittipan |
|
|
27 |
4 |
p. 1413-1430 |
artikel |
27 |
Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school
|
Vestad, Lene |
|
|
27 |
4 |
p. 1431-1454 |
artikel |
28 |
Teacher teams: A safe place to work on creating and maintaining a positive school climate
|
Hammar Chiriac, Eva |
|
|
27 |
4 |
p. 1775-1795 |
artikel |
29 |
The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents
|
Wright, Michelle F. |
|
|
27 |
4 |
p. 1737-1754 |
artikel |
30 |
The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective
|
Granziera, Helena |
|
|
27 |
4 |
p. 2129-2142 |
artikel |
31 |
The social contagion of job satisfaction from principals to teachers: Implications from TALIS
|
Nalipay, Ma. Jenina N. |
|
|
27 |
4 |
p. 1535-1556 |
artikel |
32 |
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model
|
Lee, J. Hannah |
|
|
27 |
4 |
p. 1595-1620 |
artikel |
33 |
What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers
|
Lorusso, Sonja |
|
|
27 |
4 |
p. 1797-1833 |
artikel |