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The British Journal of Educational Psychology|November 1, 2016
Number sense in the transition from natural to rational numbersJo Van Hoof, Lieven Verschaffel, Wim Van Dooren
The British Journal of Educational Psychology|October 22, 2016
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisalsDavid W Putwain, Wendy Symes, Hannah M Wilkinson
The British Journal of Educational Psychology|June 1, 1989
Children's use of counting and guidelines in judging relative numberR Cowan, H Daniels
The British Journal of Educational Psychology|June 1, 1989
The development of conservation concepts in children with visual impairmentC Lister, C Leach, M Walsh
The British Journal of Educational Psychology|June 1, 1989
Relations between reading and musical abilitiesJ Barwick, E Valentine, R West, et al.
The British Journal of Educational Psychology|March 22, 2019
Performance assessment and standardization in higher education: A problematic conjunction?Henry Braun
The British Journal of Educational Psychology|March 15, 2019
'You're in this world now': Students', teachers', and parents' experiences of school transition and how they feel it can be improvedCharlotte Louise Bagnall, Yvonne Skipper, Claire Louise Fox
The British Journal of Educational Psychology|March 21, 2019
Influence of social anxiety and emotional self-efficacy on pre-transition concerns, social threat sensitivity, and social adaptation to secondary schoolRebecca Nowland, Pamela Qualter
The British Journal of Educational Psychology|February 20, 2014
Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science classCarine Souchal, Marie-Christine Toczek, Céline Darnon, et al.
The British Journal of Educational Psychology|April 13, 2017
Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skillsGeorge K Georgiou, Riikka Hirvonen, George Manolitsis, et al.
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