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The British Journal of Educational Psychology|December 2, 2022
The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID-19: A qualitative investigation of award-winning educators at a British universityRoseanne Morris, Mark Hoelterhoff, Georgios Argyros
The British Journal of Educational Psychology|December 5, 2022
Teachers' motivational prosody: A pre-registered experimental test of children's reactions to tone of voice used by teachersSilke Paulmann, Netta Weinstein
The British Journal of Educational Psychology|November 28, 2022
Can prior knowledge increase task complexity? - Cases in which higher prior knowledge leads to higher intrinsic cognitive loadTino Endres, Oliver Lovell, David Morkunas, et al.
The British Journal of Educational Psychology|July 7, 2022
How does parental involvement matter for children's academic achievement during school closure in primary school?Xiao Yu, Yinghe Chen, Chunliang Yang, et al.
The British Journal of Educational Psychology|January 16, 2023
The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old childrenDawn S Short, Janet F McLean
The British Journal of Educational Psychology|January 16, 2023
Teachers' bullying-related cognitions as predictors of their responses to bullying among studentsFleur Elisabeth van Gils, Karine Verschueren, Karlien Demol, et al.
The British Journal of Educational Psychology|July 1, 2021
Examining perceptions, selections, and products in undergraduates' learning from multiple resourcesAlexandra List, Gala S Campos Oaxaca, Eunseo Lee, et al.
The British Journal of Educational Psychology|June 29, 2021
Inattention, hyperactivity/impulsivity, and academic competence: Findings from three cohortsTony Xing Tan, Yanhong Liu, Victoria Damjanovic, et al.
The British Journal of Educational Psychology|June 20, 2021
Learning a new geometric concept: The role of working memory and of domain-specific abilitiesCarlotta Rivella, Cesare Cornoldi, Sara Caviola, et al.
The British Journal of Educational Psychology|July 5, 2021
Shaping classroom social experiences through collaborative small-group discussionsTzu-Jung Lin, Elizabeth Kraatz, Seung Yon Ha, et al.
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