| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
|
Feraco, Tommaso
|
|
|
38 |
1 |
p. 109-130
|
article
|
| 2 |
Beyond ‘migrant background’: how to select relevant, social justice oriented, and feasible social categories in educational research
|
Vietze, Jana
|
|
|
38 |
1 |
p. 389-408
|
article
|
| 3 |
Comparing the behavioural differences of teachers and students in learner-centred classrooms between China and the USA
|
Cheng, Hong-Yu
|
|
|
38 |
1 |
p. 63-82
|
article
|
| 4 |
Different associations of parental involvement with children’s learning of Chinese, English, and math: a three-wave longitudinal study
|
Wang, He
|
|
|
38 |
1 |
p. 269-285
|
article
|
| 5 |
Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review
|
Barbier, Katelijne
|
|
|
38 |
1 |
p. 83-107
|
article
|
| 6 |
How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers
|
Coppe, Thibault
|
|
|
38 |
1 |
p. 25-42
|
article
|
| 7 |
‘It’s a life-changing point for me’: critical consciousness, collective empowerment and global awareness as activist identity change in ‘popular education’
|
Jay, Sarah
|
|
|
38 |
1 |
p. 161-178
|
article
|
| 8 |
Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance
|
Mononen, Riikka
|
|
|
38 |
1 |
p. 311-332
|
article
|
| 9 |
Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes
|
Ladewig, Antonia
|
|
|
38 |
1 |
p. 435-454
|
article
|
| 10 |
Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect
|
Falanga, Konstantina
|
|
|
38 |
1 |
p. 249-268
|
article
|
| 11 |
Psychological need satisfaction and academic stress in college students: mediator role of grit and academic self-efficacy
|
Çınar-Tanrıverdi, Esra
|
|
|
38 |
1 |
p. 131-160
|
article
|
| 12 |
Students home alone—profiles of internal and external conditions associated with mathematics learning from home
|
Hofer, Sarah I.
|
|
|
38 |
1 |
p. 333-366
|
article
|
| 13 |
Students’ motivation in biology lessons—can student autonomy reduce the gender gap?
|
Großmann, Nadine
|
|
|
38 |
1 |
p. 409-434
|
article
|
| 14 |
Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences
|
Bosma, Evelyn
|
|
|
38 |
1 |
p. 225-247
|
article
|
| 15 |
Suppressing the expression of prejudice and prejudice reduction from childhood to adolescence: the view of genetic social psychology
|
Kyriakides, Marios
|
|
|
38 |
1 |
p. 179-202
|
article
|
| 16 |
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
|
Affuso, Gaetana
|
|
|
38 |
1 |
p. 1-23
|
article
|
| 17 |
The importance of a collaborative culture for teachers’ job satisfaction and affective commitment
|
Meredith, Chloé
|
|
|
38 |
1 |
p. 43-62
|
article
|
| 18 |
The influence of socioeconomic status, working memory and academic self-concept on academic achievement
|
Chevalère, J.
|
|
|
38 |
1 |
p. 287-309
|
article
|
| 19 |
The Sequential Composition of Collaborative Groups’ Emotion Regulation in Negative Socio-emotional Interactions
|
Mänty, Kristiina
|
|
|
38 |
1 |
p. 203-224
|
article
|
| 20 |
When ethnic minority students are judged as more suitable for the highest school track: a shifting standards experiment
|
Nishen, Anna K.
|
|
|
38 |
1 |
p. 367-387
|
article
|
Journal description