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The British Journal of Educational Psychology|March 24, 2021
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teachingYing Wang, Lijia Lin, Ouhao Chen
The British Journal of Educational Psychology|November 22, 2021
I could have used a lot more help than I had: A qualitative systematic review and synthesis of families' experiences of paediatric brain tumour and schoolingKate Young, Alison Bowers, Karen Prain, et al.
The British Journal of Educational Psychology|November 22, 2021
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudesMarta K Mielicki, Lauren K Schiller, Charles J Fitzsimmons, et al.
The British Journal of Educational Psychology|January 27, 2021
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgement test performanceLisa Bardach, Jade V Rushby, Robert M Klassen
The British Journal of Educational Psychology|April 13, 2017
Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced studentsScott A Chamberlin, Alan D Moore, Kelly Parks
The British Journal of Educational Psychology|August 10, 2019
Bullying by siblings and peers: Poly-setting victimization and the association with problem behaviours and depressionMairéad Foody, Muthanna Samara, James O'Higgins Norman
The British Journal of Educational Psychology|October 5, 2022
Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes?Hong Lu, Xin Chen, Chunxia Qi
The British Journal of Educational Psychology|November 1, 2022
Designing novel activities before instruction: Use of contrasting cases and a rich datasetCampbell R Bego, Raymond J Chastain, Marci S DeCaro
The British Journal of Educational Psychology|November 1, 2022
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexiaJakob Åsberg Johnels, Martyna A Galazka, Maria Sundqvist, et al.
The British Journal of Educational Psychology|August 10, 2016
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lessonBethany Rittle-Johnson, Emily R Fyfe, Abbey M Loehr
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