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The British Journal of Educational Psychology|December 23, 2014
Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classesBradley W Bergey, Jennifer G Cromley, Mandy L Kirchgessner, et al.
The British Journal of Educational Psychology|November 26, 2013
Teacher-student interpersonal relationships do change and affect academic motivation: a multilevel growth curve modellingRidwan Maulana, Marie-Christine Opdenakker, Roel Bosker
The British Journal of Educational Psychology|September 5, 2014
Incremental validity of WISC-IV(UK) factor index scores with a referred Irish sample: predicting performance on the WIAT-II(UK.)Gary L Canivez, Marley W Watkins, Trevor James, et al.
The British Journal of Educational Psychology|December 23, 2015
Language-related values, reading amount, and reading comprehension in students with migration backgroundsWahiba El-Khechen, Hanna D Ferdinand, Ricarda Steinmayr, et al.
The British Journal of Educational Psychology|January 5, 2016
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressorsSara Scrimin, Ughetta Moscardino, Gianmarco Altoè, et al.
The British Journal of Educational Psychology|May 21, 2016
Children's science learning: A core skills approachAndrew K Tolmie, Zayba Ghazali, Suzanne Morris
The British Journal of Educational Psychology|February 27, 2016
Achievement goals and emotions: The mediational roles of perceived progress, control, and valueNathan C Hall, Lavanya Sampasivam, Krista R Muis, et al.
The British Journal of Educational Psychology|February 27, 2016
Early childhood profiles of sleep problems and self-regulation predict later school adjustmentKate E Williams, Jan M Nicholson, Sue Walker, et al.
The British Journal of Educational Psychology|July 7, 2015
Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioningGregory Arief D Liem
The British Journal of Educational Psychology|February 5, 2025
The relationship between trait- and state-math anxiety and math engagement: The role of math learning context and task difficultySiwen Guo, Shanhui Liao
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