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The British Journal of Educational Psychology|March 1, 1995
Burnout and coping among Chinese secondary school teachers in Hong KongD W Chan, E K Hui
The British Journal of Educational Psychology|March 1, 1995
Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehaviour and teacher stressP M Hart, A J Wearing, M Conn
The British Journal of Educational Psychology|March 1, 1995
A structural model of the dimensions of teacher stressG J Boyle, M G Borg, J M Falzon, et al.
The British Journal of Educational Psychology|November 1, 1994
Perceived self-efficacy, social comparison, affective reactions and academic performanceA Vrugt
The British Journal of Educational Psychology|October 3, 2007
Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goalsAngeliki Leondari, Eleftheria Gonida
The British Journal of Educational Psychology|May 31, 2007
Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 yearsI Giannopulu, S Escolano, F Cusin, et al.
The British Journal of Educational Psychology|May 31, 2007
Changes in quality of life and psychological need satisfaction following the transition to secondary schoolFiona Gillison, Martyn Standage, Suzanne Skevington
The British Journal of Educational Psychology|May 31, 2007
When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of abilityUrsula Kessels, Bettina Hannover
The British Journal of Educational Psychology|May 17, 2007
Mental models of learning in distance educationJohn T E Richardson
The British Journal of Educational Psychology|May 17, 2007
Collaborative philosophical enquiry for school children: cognitive effects at 10-12 yearsK J Topping, S Trickey
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