Parental expectations and school relationships as contributors to adolescents' positive outcomes.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 1, doi. 10.1007/s11218-013-9237-3
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- Publication type:
- Article
Works matching IS 13812890 AND DT 2014 AND VI 17 AND IP 1
Results: 9
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Predicting pre-service teachers' opposition to inclusion of students with disabilities: a path analytic study.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 161, doi. 10.1007/s11218-013-9238-2
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- Publication type:
- Article
3
Committed to the honor code: an investment model analysis of academic integrity.
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- Social Psychology of Education, 2014, v. 17, n. 1, p. 179, doi. 10.1007/s11218-013-9246-2
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- Publication type:
- Article
4
Friendship cliques: a comparison of the motivational traits of lower/upper track algebra students.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 141, doi. 10.1007/s11218-013-9241-7
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- Publication type:
- Article
5
The role of the degree of acquaintance with teachers on students' interpersonal perceptions of their teacher.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 127, doi. 10.1007/s11218-013-9234-6
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- Publication type:
- Article
6
Uncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching: a mediation analysis.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 73, doi. 10.1007/s11218-013-9243-5
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- Publication type:
- Article
7
Sense of justice in school and civic attitudes.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 51, doi. 10.1007/s11218-013-9240-8
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- Publication type:
- Article
8
Attributional gender bias: teachers' ability and effort explanations for students' math performance.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 105, doi. 10.1007/s11218-013-9226-6
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- Publication type:
- Article
9
A multi-dimensional model of the origins of attitude certainty: teachers' attitudes toward attention-deficit/hyperactivity disorder.
- Published in:
- Social Psychology of Education, 2014, v. 17, n. 1, p. 19, doi. 10.1007/s11218-013-9235-5
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- Publication type:
- Article