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The British Journal of Educational Psychology|July 22, 2005
Optimizing the number of steps in learning tasks for complex skillsRob J Nadolski, Paul A Kirschner, Jeroen J G van MerriënboerThe British Journal of Educational Psychology|July 22, 2005
Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?Tove I Dahl, Margrethe Bals, Anne Lene TuriThe British Journal of Educational Psychology|May 17, 2007
Pupils' over-reliance on linearity: a scholastic effect?Wim Van Dooren, Dirk De Bock, Dirk Janssens, et al.The British Journal of Educational Psychology|May 17, 2007
Do undergraduates' motives for studying change as they progress through their degrees?David A Lieberman, Richard RemediosThe British Journal of Educational Psychology|May 17, 2007
'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems designLaura Helle, Päivi Tynjälä, Erkki Olkinuora, et al.The British Journal of Educational Psychology|May 17, 2007
A comparison of keyboarded and handwritten compositions and the relationship with transcription speedVincent Connelly, Deborah Gee, Elinor WalshThe British Journal of Educational Psychology|May 31, 2007
University students' academic performance: an integrative conceptual framework and empirical analysisPedro Fenollar, Sergio Román, Pedro J CuestasThe British Journal of Educational Psychology|May 31, 2007
University students' emotions, interest and activities in a web-based learning environmentMinna Nummenmaa, Lauri NummenmaaThe British Journal of Educational Psychology|May 31, 2007
The role of achievement goal orientations in students' perceptions of and preferences for classroom environmentAnna Tapola, Markku NiemivirtaThe British Journal of Educational Psychology|May 31, 2007
Working memory as a predictor of written arithmetical skills in children: the importance of central executive functionsUlf AnderssonPageof 152