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The British Journal of Educational Psychology|November 1, 1989
Cross-validation of short forms of the WISC-R in two British samplesJ Hunter, W Yule, M A Urbanowicz, et al.
The British Journal of Educational Psychology|September 4, 2025
Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school studentsHengchang Huang, Zhijun Cheng, Bingxin Cai, et al.
The British Journal of Educational Psychology|September 6, 2025
Peer influence and student goal orientations: A commentaryKathryn R Wentzel
The British Journal of Educational Psychology|October 27, 2019
The interplay of reading-related emotions and updating in reading comprehension performanceSonia Zaccoletti, Gianmarco Altoè, Lucia Mason
The British Journal of Educational Psychology|July 17, 2015
Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?Anneke C Timmermans, Hans Kuyper, Greetje van der Werf
The British Journal of Educational Psychology|July 14, 2001
Task perception as a mediating variable: a contribution to the validation of instructional knowledgeL Luyten, J Lowyck, F Tuerlinckx
The British Journal of Educational Psychology|March 18, 2003
Tape-assisted reciprocal teaching: cognitive bootstrapping for poor decodersDeidre M Le Fevre, Dennis W Moore, Ian A G Wilkinson
The British Journal of Educational Psychology|June 28, 2003
Motivational-emotional vulnerability and difficulties in learning to read and spellElisa Poskiparta, Pekka Niemi, Janne Lepola, et al.
The British Journal of Educational Psychology|June 28, 2003
Causal uncertainty, claimed and behavioural self-handicappingTed Thompson, Jonathan Hepburn
The British Journal of Educational Psychology|March 1, 1995
Characteristics of ego- and task-oriented students: a comparison of two methodologiesT L Seifert
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