| Job demands and job resources as predictors of teacher motivation and well-being |
21 |
| Testing the dimensional comparison theory: When do students prefer dimensional comparisons to social and temporal comparisons? |
10 |
| Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis |
10 |
| Burnout syndrome in secondary school teachers: a systematic review and meta-analysis |
9 |
| Gender differences and the awareness of plagiarism in higher education |
9 |
| Basic psychological needs and school engagement: a focus on justice and agency |
9 |
| Discrimination and academic (dis)engagement of ethnic-racial minority students: a social identity threat perspective |
8 |
| Alumni loyalty drivers in higher education |
7 |
| Mathematics anxiety and coping strategies among middle school students: relations with students' achievement goal orientations and level of performance |
7 |
| Teachers' reactions to experiences of violence: an attributional analysis |
6 |
| The need for self-control in achievement tests: Changes in students' state self-control capacity and effort investment |
6 |
| Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students |
5 |
| Do quality teacher-student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger |
5 |
| Testing the effects of a role model intervention on women's STEM outcomes |
5 |
| Bullying and social anxiety experiences in university learning situations |
5 |
| Information and communication technologies use, gender and mathematics achievement: evidence from Italy |
5 |
| Relevance of perceived teacher humor types for instruction and student learning |
4 |
| Teachers' autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students |
4 |
| Teachers' attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States |
4 |
| Students' perception of teachers' two-way feedback interactions that impact learning |
4 |
| Developing student social skills using restorative practices: a new framework called HEART |
3 |
| Implications of financial concerns for college goal commitment among undergraduate students in the United States |
3 |
| The interest gap: how gender stereotype endorsement about abilities predicts differences in academic interests |
3 |
| Personality, coping, and school well-being: an investigation of high school students |
3 |
| Cultural values as mediators between parenting styles and bullying behavior at school |
3 |
| An examination of social and psychological influences on academic learning: a focus on self-esteem, social relationships, and personal interest |
3 |
| Advances in stereotype threat research on African Americans: continuing challenges to the validity of its role in the achievement gap |
3 |
| Personality, socio-economic status and education: factors that contribute to the degree of structure in homeschooling |
3 |
| The relation between students' justice experiences and their school refusal behavior |
3 |
| Are perceived school climate dimensions predictive of students' engagement? |
3 |
| Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality |
3 |
| College student normative misperceptions of peer study habit use |
3 |
| Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration |
3 |
| Deliberation in citizenship education: how the school context contributes to the development of an open classroom climate |
3 |
| Modeling gender counter-stereotypic group behavior: a brief video intervention reduces participation gender gaps on STEM teams |
3 |
| Are performance-avoidance goals always deleterious for academic achievement in college? The moderating role of social class |
3 |
| A further look into ethnicity: The impact of stereotypical expectations on teachers' judgments of female ethnic minority students |
3 |
| Emotion suppression and reappraisal associated with bullying involvement and other social outcomes in young adults |
2 |
| Brothers, ants or thieves: students' complex attitudes towards immigrants and the role of socioeconomic status and gender in shaping them |
2 |
| Doing better but feeling worse: an attributional account of achievement-self-esteem disparities in Asian American students |
2 |
| Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students |
2 |
| Questioning Pygmalion in the twenty-first century: the formation, transmission, and attributional influence of teacher expectancies |
2 |
| Do social comparisons in academic settings relate to gender and academic self-confidence? |
2 |
| Chronic stereotype threat and mathematical achievement in age cohorts of secondary school girls: mediational role of working memory, and intellectual helplessness |
2 |
| Four mediation models of teacher expectancy effects on students' outcomes in mathematics and literacy |
2 |
| Socioeconomic status, economic deprivation, and school misconduct: an inquiry into the role of academic self-efficacy in four European cities |
2 |
| Self-regulation and STEM persistence in minority and non-minority students across the first year of college |
2 |
| The consequences of job-related pressure for self-determined teaching |
2 |
| Primary teachers' perceptions that impact upon track recommendations regarding pupils' enrolment in secondary education: a path analysis |
2 |
| A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement |
2 |
