Editorial acknowledgement.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 306, doi. 10.1111/bjep.12648
- Publication type:
- Article
Works matching IS 00070998 AND DT 2024 AND VI 94 AND IP 1
Results: 19
1
2
Inaugural editorial: Updates and future directions.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 1, doi. 10.1111/bjep.12646
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- Publication type:
- Article
3
Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students.
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- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 231, doi. 10.1111/bjep.12644
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- Publication type:
- Article
4
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 216, doi. 10.1111/bjep.12643
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- Publication type:
- Article
5
Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 198, doi. 10.1111/bjep.12642
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- Publication type:
- Article
6
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 282, doi. 10.1111/bjep.12641
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- Publication type:
- Article
7
More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 181, doi. 10.1111/bjep.12640
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- Article
8
What counts as STEM, and does it matter?
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 165, doi. 10.1111/bjep.12639
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- Publication type:
- Article
9
Depression and approach‐avoidance achievement goals of Chinese undergraduate students: A four‐wave longitudinal study.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 151, doi. 10.1111/bjep.12638
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- Publication type:
- Article
10
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 138, doi. 10.1111/bjep.12637
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- Publication type:
- Article
11
The effectiveness of self: A meta‐analysis of using self‐referential encoding techniques in education.
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- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 112, doi. 10.1111/bjep.12636
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- Article
12
Revisiting the academic self‐concept transcultural measurement model: The case of Spain and China.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 89, doi. 10.1111/bjep.12635
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- Publication type:
- Article
13
Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 74, doi. 10.1111/bjep.12634
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- Publication type:
- Article
14
The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter?
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 58, doi. 10.1111/bjep.12633
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- Article
15
Verbalized arithmetic principles correlate with mathematics achievement.
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- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 41, doi. 10.1111/bjep.12632
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- Publication type:
- Article
16
The impact of relative age effects on psychosocial development: A systematic review.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 248, doi. 10.1111/bjep.12630
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- Publication type:
- Article
17
Drivers of the socio‐economic disadvantage gap in England: Sequential pathways that include the home learning environment and self‐regulation as mediators.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 22, doi. 10.1111/bjep.12629
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- Article
18
Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. 6, doi. 10.1111/bjep.12628
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- Article
19
Issue Information.
- Published in:
- British Journal of Educational Psychology, 2024, v. 94, n. 1, p. i, doi. 10.1111/bjep.12608
- Publication type:
- Article