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The British Journal of Educational Psychology|October 12, 2001
Generalisability and classical test theory analyses of Koppitz's scoring system for human figure drawingsG Rae, P HylandThe British Journal of Educational Psychology|October 12, 2001
Optimism, hostility, and adjustment in the first year of high schoolP Boman, G C YatesThe British Journal of Educational Psychology|April 20, 2001
Self-handicapping status, claimed self-handicaps and reduced practice effort following success and failure feedbackT Thompson, A RichardsonThe British Journal of Educational Psychology|October 25, 2002
Personal understanding and target understanding: mapping influences on the outcomes of learningNoel Entwistle, Colin SmithThe British Journal of Educational Psychology|October 25, 2002
Goal orientations, perceived self-efficacy and study results amongst beginners and advanced studentsAnneke Vrugt, Frans J Oort, Caroline ZeebergThe British Journal of Educational Psychology|October 25, 2002
The writing approaches of secondary studentsEllen Lavelle, Jennifer Smith, Leslie O'RyanThe British Journal of Educational Psychology|October 25, 2002
Concomitants of failure to cope: what we should teach adolescents about copingRamon Lewis, Erica FrydenbergThe British Journal of Educational Psychology|October 25, 2002
Achievement goal profiles in school physical education: differences in self-determination, sport ability beliefs, and physical activityC K John Wang, Nikos L D Chatzisarantis, Christopher M Spray, et al.The British Journal of Educational Psychology|December 24, 2002
Relaxed conditions can provide memory cues in both undergraduates and primary school childrenHelen J Cassaday, Rachel E Bloomfield, Natalie HaywardThe British Journal of Educational Psychology|April 20, 2001
The role of scaffolding errors in reading development: evidence from a longitudinal and a correlational studyR Savage, M Stuart, V HillPageof 153