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The British Journal of Educational Psychology|June 14, 2022
This is the way: Network perspective on targets for spatial ability development programmesMaxim Likhanov, Ekaterina Maslennikova, Giulio Costantini, et al.
The British Journal of Educational Psychology|June 9, 2022
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for successMatthew C Graham, Jenefer Husman, Reinhard Pekrun, et al.
The British Journal of Educational Psychology|December 6, 2022
Relating transcription, executive functions and text quality in Grades 2-3: A cross-lagged panel analysisAna Isabel Vieira, Sofia Magalhães, Teresa Limpo
The British Journal of Educational Psychology|July 1, 2022
Teachers' physiological and self-reported stress, teaching practices and students' learning outcomes in Grade 1Anna-Liisa Jõgi, Eija Pakarinen, Marja-Kristiina Lerkkanen
The British Journal of Educational Psychology|October 11, 2021
Matthew or compensatory effects? Factors that influence the math literacy of primary-school children in GermanySonja Herrmann, Christian Meissner, Madita Nussbaumer, et al.
The British Journal of Educational Psychology|January 5, 2011
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal studyAnnemie Desoete, Annelies Ceulemans, Frauke De Weerdt, et al.
The British Journal of Educational Psychology|January 5, 2011
Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social valuesGuy Roth, Yaniv Kanat-Maymon, Uri Bibi
The British Journal of Educational Psychology|January 5, 2011
Dynamic testing with tangible electronics: measuring children's change in strategy use with a series completion taskWilma C M Resing, Julian G Elliott
The British Journal of Educational Psychology|January 5, 2011
Self-regulated learning of basic arithmetic skills: a longitudinal studyInger Throndsen
The British Journal of Educational Psychology|November 1, 1990
Factors related to the academic attainments of children with Down's syndromeP Sloper, C Cunningham, S Turner, et al.
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