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The British Journal of Educational Psychology|July 8, 2021
Variety is the spice of life: How emotional diversity is associated with better student engagement and achievementRonnel B King, Cherry Eron Frondozo
The British Journal of Educational Psychology|December 28, 2020
Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the nextKati Vasalampi, Joona Muotka, Lars-Erik Malmberg, et al.
The British Journal of Educational Psychology|October 29, 2020
Psychological suzhi and academic achievement in Chinese adolescents: A 2-year longitudinal studyQian Nie, Zhaojun Teng, Chunyan Yang, et al.
The British Journal of Educational Psychology|December 8, 2020
Spatial working memory in young adolescents with different childhood trajectories of internalizing, conduct and hyperactivity/inattention problemsYe Kuang, Eirini Flouri
The British Journal of Educational Psychology|September 10, 2022
Teachers' behaviour and children's academic achievement: Evidence of gene-environment interactionsFanny-Alexandra Guimond, Mara Brendgen, Frank Vitaro, et al.
The British Journal of Educational Psychology|November 8, 2021
Predicting adaptive expertise with rational number arithmeticJake McMullen, Minna M Hannula-Sormunen, Erno Lehtinen, et al.
The British Journal of Educational Psychology|March 8, 2021
What's in a diagnosis: The effect of externalizing and internalizing students' behaviour on pre-service teachers' classroom management and interaction strategiesSabine Glock, Ineke M Pit-Ten Cate
The British Journal of Educational Psychology|December 30, 2021
"I can teach what's in the book": Understanding the why and how behind teachers' implementation of a social-emotional learning (SEL) focused curriculum in rural MalawiJeongmin Lee, Stephanie Simmons Zuilkowski
The British Journal of Educational Psychology|October 29, 2022
Perceived academic performance explained by school climate, positive psychological variables and life satisfactionLorea Azpiazu Izaguirre, Arantzazu Rodríguez-Fernández, Arantza Fernández-Zabala
The British Journal of Educational Psychology|September 17, 2022
The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to schoolJulien Bakchich, Arnaud Carré, Nele Claes, et al.
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