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The British Journal of Educational Psychology|March 5, 2025
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspectiveHui Wang, Sophie Thompson-Lee, Robert M Klassen
The British Journal of Educational Psychology|February 15, 2025
Ability grouping in German secondary schools: The effect of non-academic track schools on the development of Math competenciesSonja Herrmann, Katharina M Bach
The British Journal of Educational Psychology|January 31, 2025
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approachAnne C Frenzel, Hannah Kleen, Anton K G Marx, et al.
The British Journal of Educational Psychology|January 11, 2025
Motivating tones to enhance education: The effects of vocal awareness on teachers' voicesSilke Paulmann, Netta Weinstein
The British Journal of Educational Psychology|December 4, 2024
Why does the brain matter for education?M S C Thomas, Y Arslan
The British Journal of Educational Psychology|February 13, 2025
Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysisEva Susann Becker, Tina Hascher, Thomas Goetz, et al.
The British Journal of Educational Psychology|October 6, 2025
Visual attention and role recognition in bullying vignettes in preadolescents and adultsLaura Menabò, Annalisa Guarini
The British Journal of Educational Psychology|September 24, 2025
The formation of self-concept and intrinsic value in arts-related domains: Extending the generalized internal/external frame of reference model to music and visual artsA Katrin Arens, Daniel Fiedler, Johannes Hasselhorn, et al.
The British Journal of Educational Psychology|December 28, 2020
Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognitionSilke Hertel, Yves Karlen
The British Journal of Educational Psychology|December 28, 2020
Piloting 'Clever Kids': A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexiaMark E Boyes, Suze Leitão, Mary Claessen, et al.
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