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The British Journal of Educational Psychology|November 13, 2018
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional qualityFranziska Baier, Anna-Theresia Decker, Thamar Voss, et al.
The British Journal of Educational Psychology|February 20, 2014
Students working with multiple conflicting documents on a scientific issue: relations between epistemic cognition while reading and sourcing and argumentation in essaysIvar Bråten, Leila E Ferguson, Helge I Strømsø, et al.
The British Journal of Educational Psychology|February 20, 2014
Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itselfAndrew J Martin
The British Journal of Educational Psychology|February 20, 2014
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditureMaarten Pinxten, Herbert W Marsh, Bieke De Fraine, et al.
The British Journal of Educational Psychology|July 13, 2019
Teachers' perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupilsKate Allen, Lorraine Hansford, Rachel Hayes, et al.
The British Journal of Educational Psychology|October 27, 2022
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic reviewPia O'Farrell, Charlotte Wilson, Gerry Shiel
The British Journal of Educational Psychology|October 3, 2012
Social-emotional characteristics of gifted accelerated and non-accelerated students in the NetherlandsLianne Hoogeveen, Janet G van Hell, Ludo Verhoeven
The British Journal of Educational Psychology|October 3, 2012
Reading development in a tracked school system: a longitudinal study over 3 years using propensity score matchingJan Retelsdorf, Michael Becker, Olaf Köller, et al.
The British Journal of Educational Psychology|October 3, 2012
The nature of rhyme processing in preliterate childrenBarbara Wagensveld, Petra van Alphen, Eliane Segers, et al.
The British Journal of Educational Psychology|August 14, 2012
General knowledge monitoring as a predictor of in-class exam performanceMarissa K Hartwig, Chris A Was, Randy M Isaacson, et al.
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