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Cross-age tutoring: how to promote tutees' active knowledge-building
Educational psychology (Dorchester-on-Thames), 2018-08, Vol.38 (7), p.915-926
2018
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Adaptability, engagement, and degree completion: a longitudinal investigation of university students
Educational psychology (Dorchester-on-Thames), 2018-07, Vol.38 (6), p.785-799
2018
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Dividing attention in the classroom reduces exam performance
Educational psychology (Dorchester-on-Thames), 2019-03, Vol.39 (3), p.395-408
2019
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The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students
Educational psychology (Dorchester-on-Thames), 2018-09, Vol.38 (8), p.1068-1079
2018
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Examining the contribution of cognitive flexibility to metalinguistic skills and reading comprehension
Educational psychology (Dorchester-on-Thames), 2021-07, Vol.41 (6), p.712-729
2021
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A longitudinal study of Pekrun's control-value theory and the internal/external frame of reference model in predicting academic anxiety
Educational psychology (Dorchester-on-Thames), 2022-04, Vol.42 (4), p.479-500
2022
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The role of emotion regulation in predicting emotional engagement mediated by meta-emotion in online learning environments: a two-stage SEM-ANN approach
Educational psychology (Dorchester-on-Thames), 2023-08, Vol.43 (7), p.736-755
2023
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The effects of private tutoring on students' perception of their parents' academic involvement and the quality of their parent-child relationship
Educational psychology (Dorchester-on-Thames), 2019-08, Vol.39 (7), p.923-940
2019
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Volunteer motivation, social problem solving,self-efficacy, and mental health: a structural equation model approach
Educational psychology (Dorchester-on-Thames), 2019-01, Vol.39 (1), p.112-132
2019
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High school boys' and girls' writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?
Educational psychology (Dorchester-on-Thames), 2015-08, Vol.35 (6), p.653-674
2015
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Relationships between pre-service teachers' conceptions of assessment, approaches to instruction, and assessment: an achievement goal theory perspective
Educational psychology (Dorchester-on-Thames), 2017-08, Vol.37 (7), p.835-853
2017
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Home literacy, television viewing, fidgeting and ADHD in young children
Educational psychology (Dorchester-on-Thames), 2016-09, Vol.36 (8), p.1337-1353
2016
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Interaction between cognitive and non-cognitive factors: the influences of academic goal orientation and working memory on mathematical performance
Educational psychology (Dorchester-on-Thames), 2014-01, Vol.34 (1), p.73-91
2014
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Students' achievement goals, emotion perception ability and affect and performance in the classroom: a multilevel examination
Educational psychology (Dorchester-on-Thames), 2016-05, Vol.36 (5), p.879-897
2016
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Perceived instructor affective support in relation to academic emotions and motivation in college
Educational psychology (Dorchester-on-Thames), 2012-01, Vol.32 (1), p.63-79
2012
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Collaborative Problem Solving in Five-Year-Old Children: Evidence of social facilitation and social loafing
Educational psychology (Dorchester-on-Thames), 2007-10, Vol.27 (5), p.577-596
2007
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