Works matching IS 00070998 AND DT 2016 AND VI 86 AND IP 2
Results: 10
Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 204, doi. 10.1111/bjep.12098
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Language-related values, reading amount, and reading comprehension in students with migration backgrounds.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 256, doi. 10.1111/bjep.12102
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Differing effects of two synthetic phonics programmes on early reading development.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 182, doi. 10.1111/bjep.12097
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Achievement goals and emotions: The mediational roles of perceived progress, control, and value.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 313, doi. 10.1111/bjep.12108
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The effect of colour on children's cognitive performance.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 241, doi. 10.1111/bjep.12101
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Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 165, doi. 10.1111/bjep.12096
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Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 278, doi. 10.1111/bjep.12104
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Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, metacognitive strategies, and achievement.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 296, doi. 10.1111/bjep.12107
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Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 222, doi. 10.1111/bjep.12100
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Early childhood profiles of sleep problems and self-regulation predict later school adjustment.
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- British Journal of Educational Psychology, 2016, v. 86, n. 2, p. 331, doi. 10.1111/bjep.12109
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- Article