| Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis |
25 |
| I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance |
21 |
| How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem |
14 |
| Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1-10 |
14 |
| Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban China |
12 |
| Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners |
12 |
| Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles |
11 |
| Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective |
10 |
| Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA |
10 |
| Motivation belief profiles in science: Links to classroom goal structures and achievement |
10 |
| Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement |
10 |
| Does spatial skills instruction improve STEM outcomes? The answer is 'yes' |
10 |
| Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G) |
9 |
| The development of adolescents' comprehension-based Internet reading activities |
8 |
| Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography |
8 |
| Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination |
8 |
| Past and present participation in extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional wellbeing among university students |
8 |
| Constructivism and personal epistemology development in undergraduate chemistry students |
8 |
| Reciprocal effects between self-efficacy and achievement in mathematics and reading |
7 |
| Salience of primary and secondary school students' achievement emotions and perceived antecedents: Interviews on literacy and mathematics domains |
7 |
| Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics |
7 |
| The longitudinal effects of peer feedback in the development and transfer of student teamwork skills |
7 |
| Changes in students' psychological well-being during transition from primary school to lower secondary school: A person-centered approach |
7 |
| Miscalibration of self-efficacy and academic performance: Self efficacy not equal self-fulfilling prophecy |
7 |
| Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning |
6 |
| Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks |
6 |
| The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis |
6 |
| Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age |
6 |
| School-related stress among sixth-grade students - Associations with academic buoyancy and temperament |
6 |
| Variable control and conceptual change: A large-scale quantitative study in elementary school |
6 |
| Individual children's interactions with teachers, peers, and tasks: The applicability of the inCLASS Pre-K in Danish preschools |
6 |
| The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment |
6 |
| Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance |
6 |
| Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments |
6 |
| Learning strategies and academic performance in distance education |
6 |
| Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students |
6 |
| Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors |
5 |
| The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school |
5 |
| The role of executive function in linking fundamental motor skills and reading proficiency in socioeconomically disadvantaged kindergarteners |
5 |
| Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context |
5 |
| Acculturation patterns and education of refugees and asylum seekers: A systematic literature review |
5 |
| Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes |
5 |
| School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement |
5 |
| How learning time mediates the impact of university Scholars' learning goals on professional learning in research and teaching |
5 |
| Back to the roots: The 2 x 2 standpoints and standards achievement goal model |
5 |
| Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance |
5 |
| The relationship of personality traits and different measures of domain-specific achievement in upper secondary education |
5 |
| Studies on the effects of structure in the context of autonomy-supportive or It controlling teacher behavior on students' intrinsic motivation |
5 |
| More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills |
5 |
| Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance |
4 |
