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The British Journal of Educational Psychology|April 16, 2005
Knowledge accessibility, achievement goals, and memory strategy maintenanceChristian Escribe, Nathalie HuetThe British Journal of Educational Psychology|April 16, 2005
Activity in children with ADHD during waiting situations in the classroom: a pilot studyInge Antrop, Ann Buysse, Herbert Roeyers, et al.The British Journal of Educational Psychology|January 15, 2022
Peer likeability and victimization in young adolescents: Moderating effects of descriptive and status group norms for aggression and prosocial behaviour and network densityDavid Aguilar-Pardo, Belén Martínez-Fernández, Fernando Colmenares, et al.The British Journal of Educational Psychology|September 19, 2022
The 'perfect' lens: Perfectionism and early adolescents' math self-efficacy developmentCalah J Ford, Ellen L Usher, Veronica L Scott, et al.The British Journal of Educational Psychology|November 26, 2021
Self-efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomesLuke K Fryer, H Nicholas Bovee, Kaori NakaoThe British Journal of Educational Psychology|December 27, 2021
A multidimensional examination of math anxiety and engagement on math achievementMichaela Quintero, Leslie Hasty, Tianyu Li, et al.The British Journal of Educational Psychology|November 3, 2022
Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfactionTommaso Feraco, Nicole Casali, Elena Ganzit, et al.The British Journal of Educational Psychology|September 8, 2022
A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studiesJennifer Meyer, Fabian T C Schmidt, Johanna Fleckenstein, et al.The British Journal of Educational Psychology|May 6, 2011
Test expectancy affects metacomprehension accuracyKeith W Thiede, Jennifer Wiley, Thomas D GriffinThe British Journal of Educational Psychology|May 6, 2011
The development of comprehension and reading-related skills in children learning English as an additional language and their monolingual, English-speaking peersK Burgoyne, H E Whiteley, J M HutchinsonPageof 152