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The British Journal of Educational Psychology|July 4, 2019
Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivationJanneke Domen, Lisette Hornstra, Desirée Weijers, et al.The British Journal of Educational Psychology|February 24, 2022
The identification of gifted underachievement: Validity evidence for the commonly used methodsRahmi Luke Jackson, Jae Yup JungThe British Journal of Educational Psychology|March 11, 2022
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performanceChoo Mui Cheong, Xinhua Zhu, Yaping LiuThe British Journal of Educational Psychology|April 11, 2022
Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher educationAndrew L Evans, Matthew J Slater, Martin J TurnerThe British Journal of Educational Psychology|September 22, 2018
A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural MalawiJeongmin Lee, Yanyun Yang, Stephanie Simmons ZuilkowskiThe British Journal of Educational Psychology|October 12, 2018
The roles of place-value understanding and non-symbolic ratio processing system in symbolic rational number processingTerry Tin-Yau WongThe British Journal of Educational Psychology|February 9, 2000
Approaches to studying in people with hearing lossJ T Richardson, A WoodleyThe British Journal of Educational Psychology|July 16, 1999
Self-reports of short- and long-term effects of bullying on children who stammerS Hugh-Jones, P K SmithThe British Journal of Educational Psychology|July 16, 1999
Experimental appraisal of personal beliefs in science: constraints on performance in the 9 to 14 age groupC Howe, A Tolmie, N SofroniouThe British Journal of Educational Psychology|November 5, 1999
Cognitive style and types of problem behaviour in boys in special schoolsR Riding, O CraigPageof 152