| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement
|
Martinie, Marie-Amélie
|
|
|
27 |
5 |
p. 2395-2416
|
artikel
|
| 2 |
Correction: The role of empathy in support for inclusive education
|
Kudrnáč, Aleš
|
|
|
27 |
5 |
p. 2393
|
artikel
|
| 3 |
Correction: The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention
|
Shin, Jiyun Elizabeth
|
|
|
27 |
5 |
p. 2603
|
artikel
|
| 4 |
Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school
|
Costa, Sara
|
|
|
27 |
5 |
p. 2177-2198
|
artikel
|
| 5 |
Examining the effects of socioeconomic status indicators on the association between growth mindset and sense of belonging to school
|
Bakchich, Julien
|
|
|
27 |
5 |
p. 2747-2769
|
artikel
|
| 6 |
Exploring how the COVID-19 pandemic impacted teacher expectations in schools
|
Flanagan, Agnes M.
|
|
|
27 |
5 |
p. 2199-2231
|
artikel
|
| 7 |
“Failure-to-warn” when giving advice to students? No evidence for an ethnic bias among teacher students in Germany
|
Nishen, Anna K.
|
|
|
27 |
5 |
p. 2321-2341
|
artikel
|
| 8 |
How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context
|
Meyer, Jennifer
|
|
|
27 |
5 |
p. 2559-2588
|
artikel
|
| 9 |
Individualism and collectivism’s impact on students’ academic helping interactions: an integrative review
|
Jeng, Amos
|
|
|
27 |
5 |
p. 2771-2807
|
artikel
|
| 10 |
Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context
|
Chien, Chin-Lung
|
|
|
27 |
5 |
p. 2343-2366
|
artikel
|
| 11 |
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools
|
Steenwegen, Julia
|
|
|
27 |
5 |
p. 2725-2746
|
artikel
|
| 12 |
Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover
|
Frings, Daniel
|
|
|
27 |
5 |
p. 2233-2248
|
artikel
|
| 13 |
Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments
|
Kangwa, Daniel
|
|
|
27 |
5 |
p. 2809-2855
|
artikel
|
| 14 |
Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)
|
Martín-Antón, Luis J.
|
|
|
27 |
5 |
p. 2857-2882
|
artikel
|
| 15 |
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability
|
Gnas, Jessica
|
|
|
27 |
5 |
p. 2417-2454
|
artikel
|
| 16 |
Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity
|
De Weerdt, Dries
|
|
|
27 |
5 |
p. 2479-2502
|
artikel
|
| 17 |
Teachers’ intervention strategies for handling hate-speech incidents in schools
|
Bilz, Ludwig
|
|
|
27 |
5 |
p. 2701-2724
|
artikel
|
| 18 |
Teachers’ social competencies, occupational health, and personal well-being are associated with their use of snark in the classroom
|
Braun, Summer S.
|
|
|
27 |
5 |
p. 2265-2288
|
artikel
|
| 19 |
The benefits of common inclusive identities for adolescent bystanders’ intentions to help homophobic bullying victims
|
António, Raquel
|
|
|
27 |
5 |
p. 2249-2263
|
artikel
|
| 20 |
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
|
Aalto, Sanni
|
|
|
27 |
5 |
p. 2527-2557
|
artikel
|
| 21 |
The mediation of organizational commitment between collective teacher efficacy and work engagement
|
Dağdeviren Ertaş, Behiye
|
|
|
27 |
5 |
p. 2677-2700
|
artikel
|
| 22 |
The relationship between teachers' homework feedback, students' homework emotions, and academic self-esteem: A multi-group analysis of gender differences
|
Gou, Rui
|
|
|
27 |
5 |
p. 2605-2635
|
artikel
|
| 23 |
The role of empathy in support for inclusive education
|
Kudrnáč, Aleš
|
|
|
27 |
5 |
p. 2367-2391
|
artikel
|
| 24 |
The role of perceived ingroup norms about intergroup contact in intergroup friendship effects
|
Pehar, Lana
|
|
|
27 |
5 |
p. 2289-2319
|
artikel
|
| 25 |
The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention
|
Shin, Jiyun Elizabeth
|
|
|
27 |
5 |
p. 2589-2602
|
artikel
|
| 26 |
Using RECAST theory to examine racial stress appraisal across high schools: Differences in racial threat and support
|
Fleming, Maureen C.
|
|
|
27 |
5 |
p. 2503-2526
|
artikel
|
| 27 |
Validity evidence for the attitudes on person-centered behavior toward students questionnaire (APBS): Internal structure and associations with external variables
|
Teistler, Nadja
|
|
|
27 |
5 |
p. 2637-2676
|
artikel
|
| 28 |
When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice
|
Slobodin, Ortal
|
|
|
27 |
5 |
p. 2455-2478
|
artikel
|
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