| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Academic atmosphere and graduate students’ innovation ability: the role of scientific research self-efficacy and scientific engagement
|
Han, Xinqiang
|
|
|
39 |
2 |
p. 1027-1044
|
article
|
| 2 |
A classroom station work on the Wadden Sea and its influence on the motivation and interest
|
Schmäing, Till
|
|
|
39 |
2 |
p. 455-473
|
article
|
| 3 |
A holistic theorization of the developmental potential of peer dialogue: revisiting Vygotsky
|
Salas, María Helena
|
|
|
39 |
2 |
p. 1187-1203
|
article
|
| 4 |
Am I a math person? Linking math identity with students’ motivation for mathematics and achievement
|
Radišić, Jelena
|
|
|
39 |
2 |
p. 1513-1536
|
article
|
| 5 |
‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement
|
Peixoto, Francisco
|
|
|
39 |
2 |
p. 1561-1586
|
article
|
| 6 |
A modeling approach to identify academically resilient students: evidence from PIRLS 2016
|
Johansson, Stefan
|
|
|
39 |
2 |
p. 711-730
|
article
|
| 7 |
Can metacognitive accuracy be altered through prompting in biology text reading?
|
Elsner, Stefanie
|
|
|
39 |
2 |
p. 1465-1483
|
article
|
| 8 |
Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension
|
Cruz Neri, Nadine
|
|
|
39 |
2 |
p. 885-905
|
article
|
| 9 |
Competence symmetry in peer collaboration: A micro-sequential approach
|
Castellaro, Mariano Andrés
|
|
|
39 |
2 |
p. 1371-1396
|
article
|
| 10 |
Contributions of psychological capital to the learning engagement of Chinese undergraduates in blended learning during the prolonged COVID-19 pandemic: the mediating role of learning burnout and the moderating role of academic buoyancy
|
Fu, Liping
|
|
|
39 |
2 |
p. 837-860
|
article
|
| 11 |
Correction to: Regulating Response Speed Promotes Associative Learning
|
Cristina, Casadevante
|
|
|
39 |
2 |
p. 579
|
article
|
| 12 |
Correction to: Regulating response speed promotes associative learning
|
Casadevante, Cristina
|
|
|
39 |
2 |
p. 577
|
article
|
| 13 |
Correction to: Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school
|
Klapp, Thea
|
|
|
39 |
2 |
p. 1159
|
article
|
| 14 |
Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension
|
Silva, Macarena
|
|
|
39 |
2 |
p. 1229-1259
|
article
|
| 15 |
Discipline identification, identity incompatibility, belonging and their association with deep approaches to learning and academic self-efficacy during COVID-19 in the UK
|
Grozev, Vladislav H.
|
|
|
39 |
2 |
p. 785-812
|
article
|
| 16 |
Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
|
Radišić, Jelena
|
|
|
39 |
2 |
p. 1587-1613
|
article
|
| 17 |
Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
|
Sypré, Sabine
|
|
|
39 |
2 |
p. 999-1025
|
article
|
| 18 |
Educational experiences and needs of students in out-of-home care: a Delphi study
|
Berger, Emily
|
|
|
39 |
2 |
p. 689-710
|
article
|
| 19 |
Effects of a homework implementation method (MITCA) on school engagement
|
Vieites, T.
|
|
|
39 |
2 |
p. 1283-1298
|
article
|
| 20 |
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
|
Bächtold, Manuel
|
|
|
39 |
2 |
p. 1135-1158
|
article
|
| 21 |
EJPE welcomes special sections
|
Tartas, Valerie
|
|
|
39 |
2 |
p. 1501-1503
|
article
|
| 22 |
Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports
|
Spataro, Pietro
|
|
|
39 |
2 |
p. 1045-1067
|
article
|
| 23 |
How do native and non-native speakers recognize emotions in the instructor’s voice in educational videos? Exploring the first step of the cognitive-affective model of e-learning for international learners
|
Sajinčič, Nežka
|
|
|
39 |
2 |
p. 979-998
|
article
|
| 24 |
How do parental attitudes influence children's learning interests through parental practices? Evidence from literacy and numeracy perspectives
|
Chen, Xin
|
|
|
39 |
2 |
p. 731-750
|
article
|
| 25 |
Identity profiles, motivations for attending university and study-related burnout: differences between Finnish students in professional and non-professional fields
|
Mannerström, Rasmus
|
|
|
39 |
2 |
p. 651-669
|
article
|
| 26 |
Impacts of home literacy environment on children’s English language learning as a second language
|
Liu, Catrina Cuina
|
|
|
39 |
2 |
p. 1421-1439
|
article
|
| 27 |
Instructor scaffolding for interaction and online student engagement among a sample of college students in the Philippines: the mediating role of self-regulation
|
Gopez, Jose Ma
|
|
|
39 |
2 |
p. 1069-1091
|
article
|
| 28 |
Intelligence can grow in all dimensions: findings from an experiment in Latin America
|
Claro, Susana
|
|
|
39 |
2 |
p. 861-883
|
article
|
| 29 |
International comparative study of motivation: a commentary
|
Eccles, Jacquelynne S.
|
|
|
39 |
2 |
p. 1661-1666
|
article
|
| 30 |
Interventions to reduce burnout in students: A systematic review and meta-analysis
|
Madigan, Daniel J.
|
|
|
39 |
2 |
p. 931-957
|
article
|
| 31 |
Learner identity in secondary post-compulsory education students from Areas in Need of Social Transformation: an example of resilience
|
Cubero-Pérez, R.
|
|
|
39 |
2 |
p. 535-556
|
article
|
| 32 |
Learning strategies, self-efficacy beliefs and academic achievement of first-year preservice teachers: a person-centred approach
|
Vilppu, Henna
|
|
|
39 |
2 |
p. 1161-1186
|
article
|
| 33 |
Longitudinal relations between teacher self-efficacy and student motivation through matching characteristics of perceived teaching practice
|
Hettinger, Katharina
|
|
|
39 |
2 |
p. 1299-1325
|
article
|
| 34 |
Mathematical problems in and out of school: The impact of considering mathematical operations and reality on real-life solutions
|
Wisenöcker, Andrea S.
|
|
|
39 |
2 |
p. 767-783
|
article
|
| 35 |
Mathematics achievement in the last year of primary school. Longitudinal relationship with general cognitive skills and prior mathematics knowledge
|
Stelzer, Florencia
|
|
|
39 |
2 |
p. 517-533
|
article
|
| 36 |
Mathematics motivation in primary education: building blocks that matter
|
Radišić, Jelena
|
|
|
39 |
2 |
p. 1505-1512
|
article
|
| 37 |
Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs
|
Leijen, Äli
|
|
|
39 |
2 |
p. 1637-1659
|
article
|
| 38 |
Parent-child school-related interactions and helplessness in maths: the role of maths self-efficacy
|
Hawrot, Anna
|
|
|
39 |
2 |
p. 1353-1370
|
article
|
| 39 |
Parenting and teaching styles in relation to student characteristics and self-regulated learning
|
Žerak, Urška
|
|
|
39 |
2 |
p. 1327-1351
|
article
|
| 40 |
Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement
|
Martínez-López, Zeltia
|
|
|
39 |
2 |
p. 813-835
|
article
|
| 41 |
Regulating Response Speed Promotes Associative Learning
|
Casadevante, Cristina
|
|
|
39 |
2 |
p. 557-576
|
article
|
| 42 |
Stimulating early proportional reasoning: an intervention study in second graders
|
Vanluydt, E.
|
|
|
39 |
2 |
p. 607-628
|
article
|
| 43 |
Students’ school success in challenging times: importance of central personal and social resources during the COVID-19 pandemic
|
Stang-Rabrig, Justine
|
|
|
39 |
2 |
p. 1261-1281
|
article
|
| 44 |
Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence
|
Haataja, Eeva S. H.
|
|
|
39 |
2 |
p. 1615-1636
|
article
|
| 45 |
Subjective socioeconomic status predicts e-learning engagement in college students: the mediating role of perceived social support and self-efficacy
|
Wang, Xuebin
|
|
|
39 |
2 |
p. 1119-1134
|
article
|
| 46 |
Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes
|
Brandmiller, Cornelius
|
|
|
39 |
2 |
p. 1397-1420
|
article
|
| 47 |
Teens online: how perceived social support influences the use of the Internet during adolescence
|
Benvenuti, Martina
|
|
|
39 |
2 |
p. 629-650
|
article
|
| 48 |
The association between sourcing skills and intertextual integration in lower secondary school students
|
Incognito, Oriana
|
|
|
39 |
2 |
p. 1485-1500
|
article
|
| 49 |
The loss outweighs the gain: teacher criticism as a moderator in the relations between pathological internet use, learning maladaptation, and academic performance
|
Wang, Shutao
|
|
|
39 |
2 |
p. 751-766
|
article
|
| 50 |
The relationship between number line estimation and mathematical reasoning: a quantile regression approach
|
Ruiz, Carola
|
|
|
39 |
2 |
p. 581-606
|
article
|
| 51 |
The relationships between perceived teacher autonomy support, academic self-efficacy and learning engagement among primary school students: A network analysis
|
Hu, Zixu
|
|
|
39 |
2 |
p. 503-516
|
article
|
| 52 |
The role of motivational beliefs in the self-regulated learning of mathematics: the reconceptualization of the expectancy-value framework
|
Rovan, Daria
|
|
|
39 |
2 |
p. 1205-1227
|
article
|
| 53 |
The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice
|
Nemeth, Lea
|
|
|
39 |
2 |
p. 907-929
|
article
|
| 54 |
The social ecology of academic achievement: modeling social sources of protection
|
Kitchin, Jannessa L.
|
|
|
39 |
2 |
p. 475-502
|
article
|
| 55 |
Understanding emotions in educational dialogues on civic and social issues: a psychotherapeutic approach
|
Firer, Efrat
|
|
|
39 |
2 |
p. 671-688
|
article
|
| 56 |
Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students
|
Galve-González, Celia
|
|
|
39 |
2 |
p. 959-978
|
article
|
| 57 |
University students’ beliefs about science and their relationship with knowledge about science
|
Schoor, Cornelia
|
|
|
39 |
2 |
p. 1093-1117
|
article
|
| 58 |
Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement
|
David, Loukia
|
|
|
39 |
2 |
p. 1441-1463
|
article
|
| 59 |
When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect
|
Yang Hansen, Kajsa
|
|
|
39 |
2 |
p. 1537-1559
|
article
|
Journal description