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The British Journal of Educational Psychology|October 6, 2025
Interest and effort in learning and performanceLaura Kehle, Detlef Urhahne
The British Journal of Educational Psychology|October 2, 2025
Beyond intelligence: Exploring the role of growth mindsets in the domain of social-emotional skillsJianhua Zhang, Faming Wang, Ronnel B King
The British Journal of Educational Psychology|December 30, 2025
Video lectures containing humour improve the engagement and motivation of processing learning content: Insights from EEGWeichen Zhou, Xia Wu
The British Journal of Educational Psychology|April 8, 2025
An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspectiveNoelia Muñoz-Fernández, Sebastian Wachs, Nuria Marcenaro, et al.
The British Journal of Educational Psychology|May 3, 2025
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary studyGerda Hagenauer, Franziska Muehlbacher, Christoph Helm, et al.
The British Journal of Educational Psychology|April 19, 2025
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observationsAlina Oschwald, Julia Moeller, Bärbel Kracke, et al.
The British Journal of Educational Psychology|April 23, 2025
Relations between university teachers' teaching-related coping strategies and well-being over time: A cross-lagged panel analysisKristina Stockinger, Martin Daumiller, Markus Dresel
The British Journal of Educational Psychology|April 17, 2025
Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacyMartin Daumiller, Hanna Gaspard, Oliver Dickhäuser, et al.
The British Journal of Educational Psychology|March 31, 2025
The 43rd Vernon-Wall Lecture: What working relationally brings to problem-solvingAnne Edwards
The British Journal of Educational Psychology|March 31, 2025
The secret language of peers: How peer behaviours signal mindset and influence classroom experiencesEunjin Seo, So Yeon Lee, Katherine Muenks, et al.
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