| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Achievement emotions predict transfer student academic success
|
Turnquest, Krysti N.
|
|
|
27 |
4 |
p. 1481-1508
|
article
|
| 2 |
Antecedents of school burnout: A longitudinal mediation study
|
Cengiz, Serkan
|
|
|
27 |
4 |
p. 1901-1919
|
article
|
| 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
|
article
|
| 4 |
Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity
|
Jones, Martin H.
|
|
|
27 |
4 |
p. 1967-1987
|
article
|
| 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
|
article
|
| 6 |
Correction to: Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms
|
Cai, Juan
|
|
|
27 |
4 |
p. 2175
|
article
|
| 7 |
Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM
|
Meinderts, Iris
|
|
|
27 |
4 |
p. 1989-2013
|
article
|
| 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
|
article
|
| 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
|
article
|
| 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
|
article
|
| 11 |
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices
|
Soncini, Annalisa
|
|
|
27 |
4 |
p. 1455-1479
|
article
|
| 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
|
article
|
| 13 |
Exploring the relationship between learning environments and academic achievement among young students
|
Gilman, Leon J.
|
|
|
27 |
4 |
p. 1659-1672
|
article
|
| 14 |
Fixed intelligence mindsets predict system legitimization in educational contexts
|
Brady, Laura M.
|
|
|
27 |
4 |
p. 1557-1594
|
article
|
| 15 |
Fixed is not the opposite of growth: Item keying matters for measuring mindsets
|
Grüning, David J.
|
|
|
27 |
4 |
p. 2111-2127
|
article
|
| 16 |
Fostering intercultural interactions and outcomes for domestic graduate students through internationalization-at-home efforts
|
Dong, Shengli
|
|
|
27 |
4 |
p. 2059-2078
|
article
|
| 17 |
Homework time management: Do teacher and parent autonomy support matter?
|
Xu, Jianzhong
|
|
|
27 |
4 |
p. 1947-1966
|
article
|
| 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
|
article
|
| 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
|
article
|
| 20 |
Quality and quantity: How contexts influence the emergence of teacher bias
|
Doyle, Lewis
|
|
|
27 |
4 |
p. 1855-1882
|
article
|
| 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
|
article
|
| 22 |
Self-efficacy and attitudes associate with undergraduates’ library research intentions: A theoretically-grounded investigation
|
Pfundt, Alex
|
|
|
27 |
4 |
p. 1883-1899
|
article
|
| 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
|
article
|
| 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
|
article
|
| 25 |
Students’ thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking
|
Martín-Arbós, Sergi
|
|
|
27 |
4 |
p. 2079-2092
|
article
|
| 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
|
article
|
| 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
|
article
|
| 28 |
Teacher teams: A safe place to work on creating and maintaining a positive school climate
|
Hammar Chiriac, Eva
|
|
|
27 |
4 |
p. 1775-1795
|
article
|
| 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
|
article
|
| 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
|
article
|
| 31 |
The social contagion of job satisfaction from principals to teachers: Implications from TALIS
|
Nalipay, Ma. Jenina N.
|
|
|
27 |
4 |
p. 1535-1556
|
article
|
| 32 |
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model
|
Lee, J. Hannah
|
|
|
27 |
4 |
p. 1595-1620
|
article
|
| 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
|
article
|
Journal description