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The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions

Journal of educational psychology, 2020-08, Vol.112 (6), p.1243-1260

2020

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Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Journal of educational psychology, 2019-05, Vol.111 (4), p.663-684

2019

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Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

British journal of educational psychology, 2020-05, Vol.90 (2), p.282-300

2020

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Dimensional Comparison Effects on (Gendered) Educational Choices

Journal of educational psychology, 2021-02, Vol.113 (2), p.330-350

2021

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The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Journal of educational psychology, 2011-11, Vol.103 (4), p.970-981

2011

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Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

The Journal of educational research (Washington, D.C.), 2018-01, Vol.111 (3), p.268-283

2018

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Staying back and dropping out: The relationship between grade retention and school dropout

Sociology of education, 2007-07, Vol.80 (3), p.210-240

2007

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Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

Metacognition and learning, 2010-08, Vol.5 (2), p.157-171

2010

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The structure of vocational interests in Germany: Different methodologies, different conclusions

Journal of vocational behavior, 2010-04, Vol.76 (2), p.153-169

2010

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Secondary school students’ development of arguments for complex geographical conflicts using the internet

Education Inquiry, 2023-01, Vol.14 (Online First), p.1-20

2023

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Enhancing decision-making in STSE education by inducing reflection and self-regulated learning

Research in science education (Australasian Science Education Research Association), 2017-02, Vol.47 (1), p.95-118

2017

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The problem with answers: An exploration of guided scientific inquiry teaching

Science education (Salem, Mass.), 2006-05, Vol.90 (3), p.453-467

Furtak, Erin Marie

2006

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The relationship between career competencies, career identity, motivation and quality of choice

International journal for educational and vocational guidance, 2013-03, Vol.13 (1), p.47-66

2013

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Personality similarity between teachers and their students influences teacher judgement of student achievement

Educational psychology (Dorchester-on-Thames), 2016-05, Vol.36 (5), p.863-878

2016

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Beyond explanations: What else do students need to understand science?

Science education (Salem, Mass.), 2009-11, Vol.93 (6), p.1026-1049

2009

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How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: Implications for the history curriculum

Journal of curriculum studies, 2014-01, Vol.46 (4), p.515-539

Löfström, Jan

2014

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A short German version of the Self Description Questionnaire I: Theoretical and empirical comparability

International journal of research & method in education, 2013-01, Vol.36 (4), p.415-438

2013

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Native language self-concept and reading self-concept. Same or different?

The Journal of experimental education, 2014-04, Vol.82 (2), p.229-252

2014

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Education at a glance 2014: OECD indicators

OECD Publishing, 2014

Publishing, OECD

1, 2014

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Traditional and non-traditional educational outcomes: Trade-off or complementarity?

School effectiveness and school improvement, 2007-12, Vol.18 (4), p.409-428

2007

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Schooling quality in Eastern Europe: Educational production during transition

Economics of education review, 2005-10, Vol.24 (5), p.579-599

2005

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Supporting teacher professionalism: Insights from TALIS 2013

OECD Publishing, 2016

Publishing, OECD

1, 2016

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Improving science achievement at high-poverty urban middle schools

Science education (Salem, Mass.), 2006-11, Vol.90 (6), p.1005-1027

Ruby, Allen

2006

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The construction of a mathematical habitus: implications of ability grouping in the middle years

Journal of curriculum studies, 2005-09, Vol.37 (5), p.607-619

Zevenbergen, Robyn

2005

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Empirical evidence of a comprehensive model of school effectiveness: A multilevel study in mathematics in the 1st year of junior general education in the Netherlands

School effectiveness and school improvement, 2004-03, Vol.15 (1), p.3-31

2004

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The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

Dimensional Comparison Effects on (Gendered) Educational Choices

The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

Staying back and dropping out: The relationship between grade retention and school dropout

Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

The structure of vocational interests in Germany: Different methodologies, different conclusions

Secondary school students’ development of arguments for complex geographical conflicts using the internet

Enhancing decision-making in STSE education by inducing reflection and self-regulated learning

The problem with answers: An exploration of guided scientific inquiry teaching

The relationship between career competencies, career identity, motivation and quality of choice

Personality similarity between teachers and their students influences teacher judgement of student achievement

Beyond explanations: What else do students need to understand science?

How Finnish upper secondary students conceive transgenerational responsibility and historical reparations: Implications for the history curriculum

A short German version of the Self Description Questionnaire I: Theoretical and empirical comparability

Native language self-concept and reading self-concept. Same or different?

Education at a glance 2014: OECD indicators

Traditional and non-traditional educational outcomes: Trade-off or complementarity?

Schooling quality in Eastern Europe: Educational production during transition

Supporting teacher professionalism: Insights from TALIS 2013

Improving science achievement at high-poverty urban middle schools

The construction of a mathematical habitus: implications of ability grouping in the middle years

Empirical evidence of a comprehensive model of school effectiveness: A multilevel study in mathematics in the 1st year of junior general education in the Netherlands

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