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The British Journal of Educational Psychology|November 22, 2020
Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher supportShui-Fong Lam, Kathy Kar-Man Shum, Winnie Wai Lan Chan, et al.The British Journal of Educational Psychology|January 23, 2023
Mental health and loneliness in Scottish schools: A multilevel analysis of data from the health behaviour in school-aged children studyClaire Goodfellow, Malachi Willis, Joanna Inchley, et al.The British Journal of Educational Psychology|January 23, 2023
The potential of biophysiology for understanding motivation, engagement and learning experiencesAndrew J Martin, Lars-Erik Malmberg, Eija Pakarinen, et al.The British Journal of Educational Psychology|January 17, 2023
The role of working memory updating and capacity in children's mathematical abilities: A developmental cascade modelQiong Hu, Zhanhong Liang, Yanlin Zhou, et al.The British Journal of Educational Psychology|July 1, 2021
The role of social belonging and exclusion at school and the teacher-student relationship for the development of learned helplessness in adolescentsDiana Raufelder, Stefan KulakowThe British Journal of Educational Psychology|June 6, 2022
Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivationStefan Janke, Laura A S Messerer, Martin DaumillerThe British Journal of Educational Psychology|December 6, 2022
Evaluation of teachers' knowledge and attitudes regarding the school inclusion of autistic children: Validation of a brief assessment toolkitCyrielle Derguy, Benoite Aubé, Odile Rohmer, et al.The British Journal of Educational Psychology|May 7, 2022
When closeness is effortful: Teachers' physiological activation undermines positive effects of their closeness on student emotionsTim Mainhard, Monika H Donker, Tamara van GogThe British Journal of Educational Psychology|July 7, 2022
Children's anxiety, academic self-efficacy, and intergenerational transmission of worries regarding the transition to middle schoolCornelia Măirean, Alexandra S Zancu, Loredana R Diaconu-GherasimThe British Journal of Educational Psychology|September 11, 2020
Assertiveness and adaptation: Prospective teachers' social competence development and its significance for occupational well-beingBastian Carstensen, Uta KlusmannPageof 152