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Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment

Journal of educational psychology, 2009-08, Vol.101 (3), p.705-716

2009

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The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Journal of educational psychology, 2019-02, Vol.111 (2), p.331-353

2019

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Professional Competence of Teachers: Effects on Instructional Quality and Student Development

Journal of educational psychology, 2013-08, Vol.105 (3), p.805-820

2013

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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Journal of educational psychology, 2015-08, Vol.107 (3), p.663-677

2015

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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

Zeitschrift für Erziehungswissenschaft, 2021, Vol.24 (2), p.393–418-24:2<393–418

2021

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Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement

Journal of the European Economic Association, 2019-10, Vol.17 (5), p.1502-1537

2019

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How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

Journal of educational psychology, 2013-08, Vol.105 (3), p.774-786

2013

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Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review

Educational psychology review, 2015-09, Vol.27 (3), p.505-536

2015

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A competence model for environmental education

Environment and behavior, 2014-11, Vol.46 (8), p.972-992

2014

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Career consequences of transnational educational mobility: A systematic literature review

Educational research review, 2017-02, Vol.20 (20), p.81-98

2017

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Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions

Science education (Salem, Mass.), 2008-05, Vol.92 (3), p.447-472

2008

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Chernobyl's subclinical legacy: prenatal exposure to radioactive fallout and school outcomes in Sweden

The Quarterly journal of economics, 2009-11, Vol.124 (4), p.1729-1772

2009

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Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model

Journal of educational psychology, 2015-11, Vol.107 (4), p.1086-1101

2015

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Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study

Journal of educational psychology, 2010-11, Vol.102 (4), p.773-785

2010

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School closures and mental health during the COVID-19 pandemic in Japan

Journal of population economics, 2021-10, Vol.34 (4), p.1261-1298

2021

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Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

Contemporary educational psychology, 2009-04, Vol.34 (2), p.120-131

2009

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School engagement: Potential of the concept, state of the evidence

Review of educational research, 2004-03, Vol.74 (1), p.59-109

2004

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What does certification tell us about teacher effectiveness?: Evidence from New York City

Economics of education review, 2008-12, Vol.27 (6), p.615-631

2008

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Dropping out of high school: the role of school organization and structure

American educational research journal, 2003, Vol.40 (2), p.353-393

2003

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Between- and Within-Domain Relations of Students' Academic Emotions

Journal of educational psychology, 2007-11, Vol.99 (4), p.715-733

2007

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Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign

Journal of human capital, 2016-12, Vol.10 (4), p.482-519

2016

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The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

Learning and instruction, 2007-06, Vol.17 (3), p.372-388

Trautwein, Ulrich

2007

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The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

Journal of educational psychology, 2010-11, Vol.102 (4), p.964-981

2010

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Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model

Journal of educational psychology, 2006-05, Vol.98 (2), p.438-456

2006

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Understanding Social Interactions: Evidence from the Classroom

The Economic journal (London), 2014-09, Vol.124 (579), p.917-953

2014

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Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment

The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement

How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review

A competence model for environmental education

Career consequences of transnational educational mobility: A systematic literature review

Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions

Chernobyl's subclinical legacy: prenatal exposure to radioactive fallout and school outcomes in Sweden

Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model

Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study

School closures and mental health during the COVID-19 pandemic in Japan

Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

School engagement: Potential of the concept, state of the evidence

What does certification tell us about teacher effectiveness?: Evidence from New York City

Dropping out of high school: the role of school organization and structure

Between- and Within-Domain Relations of Students' Academic Emotions

Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign

The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

The Structure of Academic Self-Concepts Revisited: The Nested Marsh/Shavelson Model

Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model

Understanding Social Interactions: Evidence from the Classroom

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