Correction to: Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms.
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- 2024
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- Publication type:
- Correction Notice
Works matching IS 13812890 AND DT 2024 AND VI 27 AND IP 4
Results: 33
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Students' thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2079, doi. 10.1007/s11218-024-09903-5
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- Article
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Fostering intercultural interactions and outcomes for domestic graduate students through internationalization-at-home efforts.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2059, doi. 10.1007/s11218-024-09902-6
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- Article
4
Daily feedback suspicion and ability-uncertainty among junior researchers in competitive work climates in STEM.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1, doi. 10.1007/s11218-024-09898-z
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- Article
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The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2129, doi. 10.1007/s11218-024-09896-1
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- Article
6
"Are they like me?": Assessing college math students' academic and personal similarity perceptions of female peer role models.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2031, doi. 10.1007/s11218-024-09894-3
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- Article
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Defending behavior in school bullying: The role of empathic self-efficacy, social preference, and student-teacher relationship.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2015, doi. 10.1007/s11218-024-09892-5
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- Article
8
Homework time management: Do teacher and parent autonomy support matter?
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1947, doi. 10.1007/s11218-024-09891-6
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- Publication type:
- Article
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Can I change my popularity? Examining the constructs of self-efficacy and mindset for popularity.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1967, doi. 10.1007/s11218-024-09889-0
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- Publication type:
- Article
10
Antecedents of school burnout: A longitudinal mediation study.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1901, doi. 10.1007/s11218-024-09887-2
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- Article
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Status in a psychological statistics class: The role of academic and status-based identities in college students' subjective social status.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1, doi. 10.1007/s11218-024-09885-4
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- Publication type:
- Article
12
Self-efficacy and attitudes associate with undergraduates' library research intentions: A theoretically-grounded investigation.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1883, doi. 10.1007/s11218-023-09884-x
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- Publication type:
- Article
13
Stronger is not always better - The ambivalent effect of social identity and relative deprivation on burnout among Hungarian teachers.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1835, doi. 10.1007/s11218-023-09883-y
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- Publication type:
- Article
14
Quality and quantity: How contexts influence the emergence of teacher bias.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1855, doi. 10.1007/s11218-023-09882-z
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- Publication type:
- Article
15
Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1705, doi. 10.1007/s11218-023-09881-0
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- Publication type:
- Article
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Teacher teams: A safe place to work on creating and maintaining a positive school climate.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1775, doi. 10.1007/s11218-023-09880-1
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- Article
17
Exploring the relationship between learning environments and academic achievement among young students.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1659, doi. 10.1007/s11218-023-09879-8
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- Publication type:
- Article
18
The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1737, doi. 10.1007/s11218-023-09878-9
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- Publication type:
- Article
19
What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1, doi. 10.1007/s11218-023-09877-w
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- Publication type:
- Article
20
Retained for life: A longitudinal study on the effects of grade retention in secondary education on higher education enrollment and self-efficacy.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1673, doi. 10.1007/s11218-023-09875-y
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- Publication type:
- Article
21
Exploring the mediating role of emotion regulation on the relationship between teachers' resilience and their perceived stress.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1, doi. 10.1007/s11218-023-09874-z
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- Publication type:
- Article
22
Teachers' prosociality and well-being at work: The mediating role of teacher engagement in family–school partnerships.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1413, doi. 10.1007/s11218-023-09873-0
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- Publication type:
- Article
23
Fixed intelligence mindsets predict system legitimization in educational contexts.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1557, doi. 10.1007/s11218-023-09872-1
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- Publication type:
- Article
24
Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1509, doi. 10.1007/s11218-023-09871-2
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- Article
25
Delivering mindset interventions to teachers as an efficient way to leverage the impact of mindset interventions.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2093, doi. 10.1007/s11218-023-09870-3
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- Article
26
Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2143, doi. 10.1007/s11218-023-09869-w
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- Publication type:
- Article
27
The social contagion of job satisfaction from principals to teachers: Implications from TALIS.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1535, doi. 10.1007/s11218-023-09868-x
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- Publication type:
- Article
28
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers' error-related beliefs and practices.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1455, doi. 10.1007/s11218-023-09867-y
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- Publication type:
- Article
29
Fixed is not the opposite of growth: Item keying matters for measuring mindsets.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 2111, doi. 10.1007/s11218-023-09866-z
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- Publication type:
- Article
30
Changing preservice teacher students' stereotypes and attitudes and reducing judgment biases concerning students of different family backgrounds: Effects of a short intervention.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1, doi. 10.1007/s11218-023-09862-3
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- Publication type:
- Article
31
Teachers' support for growth mindset and its links with students' growth mindset, academic engagement, and achievements in lower secondary school.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1431, doi. 10.1007/s11218-023-09859-y
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- Publication type:
- Article
32
Achievement emotions predict transfer student academic success.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1481, doi. 10.1007/s11218-023-09858-z
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- Publication type:
- Article
33
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model.
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- Social Psychology of Education, 2024, v. 27, n. 4, p. 1595, doi. 10.1007/s11218-023-09857-0
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- Publication type:
- Article