| An online growth mindset intervention in a sample of rural adolescent girls |
18 |
| Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme |
13 |
| Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach |
11 |
| Self-regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia |
10 |
| Regulating approaches to learning: Testing learning strategy convergences across a year at university |
8 |
| Grit and self-discipline as predictors of effort and academic attainment |
8 |
| The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension |
8 |
| Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years |
8 |
| Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi-dimensional measurement model |
7 |
| Theorizing and researching levels of processing in self-regulated learning |
7 |
| Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings |
7 |
| Improving university students' web savvy: An intervention study |
7 |
| Teachers' attitudes towards ethnic minority students: Effects of schools' cultural diversity |
6 |
| The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesis |
6 |
| Agency and responsibility in adolescent students: A challenge for the societies of tomorrow |
5 |
| Correlates of students' internalization and defiance of classroom rules: A self-determination theory perspective |
5 |
| What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality |
5 |
| Monitoring and depth of strategy use in computer-based learning environments for science and history |
5 |
| Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests |
5 |
| Instructor personality matters for student evaluations: Evidence from two subject areas at university |
5 |
| Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading |
5 |
| School connectedness and the primary to secondary school transition for young people with autism spectrum conditions |
5 |
| Validating process variables of sourcing in an assessment of multiple document comprehension |
5 |
| 'Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment |
4 |
| Effects of teaching planning strategies to first-grade writers |
4 |
| The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes |
4 |
| The role of neighbourhood greenspace in children's spatial working memory |
4 |
| The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour |
4 |
| Doing better (or worse) than one's parents: Social status, mobility, and performance-avoidance goals |
4 |
| Thinking or feeling? An exploratory study of maternal scaffolding, child mental state talk, and emotion understanding in language-impaired and typically developing school-aged children |
3 |
| Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model |
3 |
| Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective |
3 |
| The longitudinal effects of induction on beginning teachers' stress |
3 |
| The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains |
3 |
| Retrieval practice opportunities in middle school mathematics teachers' oral questions |
2 |
| 'Putting oneself in someone else's shoes during childhood: How to learn it' Training for preschool age children |
2 |
| The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers |
2 |
| Individual differences in college-age learners: The importance of relational reasoning for learning and assessment in higher education |
2 |
| Influence of initial mathematical competencies on the effectiveness of a classroom-based intervention |
2 |
| School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index |
2 |
| Teacher-student interaction and lower secondary school students' situational engagement |
2 |
| The influence of text cohesion and picture detail on young readers' knowledge of science topics |
2 |
| Measuring the impact of teaching approaches on achievement-related emotions: The use of the Achievement Emotions Questionnaire |
2 |
| Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics |
2 |
| Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education |
2 |
| Training of parental scaffolding in high-socio-economic status families: How do parents of full- and preterm-born toddlers benefit? |
1 |
| Family support and gains in school readiness: A longitudinal study |
1 |
| Culture-specific links between maternal executive function, parenting, and preschool children's executive function in South Korea |
1 |
| Quality of both parents' cognitive guidance and quantity of early childhood education: Influences on pre-mathematical development |
1 |
| The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability |
1 |
