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The British Journal of Educational Psychology|September 25, 2014
With great control comes great responsibility: the relationship between perceived academic control, student responsibility, and self-regulationEvan J Fishman
The British Journal of Educational Psychology|June 1, 1990
Some antecedents of academic self-concept: a longitudinal studyJ W Chapman, R Lambourne, P A Silva
The British Journal of Educational Psychology|October 15, 2013
A person-centred analysis of teacher-child relationships in early childhoodKathleen Hughes, Amanda Bullock, Robert J Coplan
The British Journal of Educational Psychology|November 2, 2013
Peer victimization and school disaffection: exploring the moderation effect of social support and the mediation effect of depressionBenoît Galand, Virginie Hospel
The British Journal of Educational Psychology|July 5, 2013
Making heads or tails of probability: an experiment with random generatorsKinga Morsanyi, Simon J Handley, Sylvie Serpell
The British Journal of Educational Psychology|July 5, 2013
To master or perform? Exploring relations between achievement goals and conceptual change learningJohn Ranellucci, Krista R Muis, Melissa Duffy, et al.
The British Journal of Educational Psychology|July 5, 2013
Strengthening socio-emotional competencies in a school setting: data from the Pyramid projectMadeleine Ohl, Pauline Fox, Kathryn Mitchell
The British Journal of Educational Psychology|July 5, 2013
Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learningKathleen Stürmer, Karen D Könings, Tina Seidel
The British Journal of Educational Psychology|November 21, 2013
The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at schoolPeter Bryant, Terezinha Nunes, Rossana Barros
The British Journal of Educational Psychology|August 28, 2014
Between students' instrumental goals and how they learn: goal content is the gap to mindLuke K Fryer, Paul Ginns, Richard Walker
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