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Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model
Author: Tan, Lihua; Wei, Bing; Cui, Tianxue
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. 45, Issue 1, pp. 43-64. DOI: 10.1080/09500693.2022.2151328
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An analysis of the nature of science represented in Chinese middle school chemistry textbooks
Author: Zhu, Yuanze; Tang, Aibin
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. 45, Issue 4, pp. 314-331. DOI: 10.1080/09500693.2022.2160939
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Measuring a cross-sectional sample of students' intentions to engage with science and modelling associations according to two theoretical perspectives
Author: Summers, Ryan; Wang, Shuai
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/09500693.2023.2167243
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Spatial ability and science achievement more closely associated in eighth-graders than in fourth-graders: a large-scale study
Author: Yan, Ziluo; Yu, Xiaodan; Cheng, Dazhi; Ma, Chengcheng; Zhou, Xinlin
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/09500693.2023.2175629
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Students' science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs
Author: Chi, Shaohui; Wang, Zuhao
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/09500693.2023.2175184
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Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms
Author: Lu, Chaoqun; So, Winnie Wing Mui
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 2023; Vol. , Issue , pp. -. DOI: 10.1080/09500693.2023.2175628
