| Teacher support and math engagement: roles of academic self-efficacy and positive emotions |
17 |
| Burnout among university faculty: the central role of work-family conflict |
15 |
| Conflictual student-teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims |
12 |
| A mixed-method approach to the assessment of teachers' emotions: development and validation of the Teacher Emotion Questionnaire |
11 |
| Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation |
11 |
| Relating early childhood teachers' working conditions and well-being to their turnover intentions |
11 |
| Dividing attention in the classroom reduces exam performance |
10 |
| Antecedents of academic performance of university students: academic engagement and psychological capital resources |
9 |
| Bullying, moral disengagement and empathy: exploring the links among early adolescents |
8 |
| Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy |
8 |
| Exploring coping and optimism as predictors of academic burnout and performance among university students |
8 |
| The role of perceived autonomy support in predicting university students' academic success mediated by academic self-efficacy and school engagement |
7 |
| Factors influencing teachers' innovative teaching behaviour with information and communication technology (ICT): the mediator role of organisational innovation climate |
7 |
| Cognitive diagnostic model of best choice: a study of reading comprehension |
7 |
| The role of teachers' controlling behaviour in physical education on adolescents' health-related quality of life: test of a conditional process model* |
7 |
| Contextualised self-beliefs in totality: an integrated framework from a longitudinal perspective |
6 |
| The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes |
6 |
| Online individualised tutor for improving mathematics learning: a cognitive diagnostic model approach |
6 |
| Teachers' emotional labour, discrete emotions, and classroom management self-efficacy |
6 |
| Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress |
6 |
| Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals |
6 |
| The role of personality in motivational regulation and academic procrastination |
6 |
| Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning |
6 |
| Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry |
6 |
| Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals |
5 |
| Academic performance in student service members/veterans: effects of instructor autonomy support, academic self-efficacy and academic problems |
5 |
| Emotions and teaching styles among academics: the mediating role of research and teaching efficacy |
5 |
| Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience |
4 |
| The moderating role of resilience in the relationship between academic burnout and the perception of psychological health in nursing students |
4 |
| Longitudinal relations between perceived autonomy support and basic need satisfaction in two student cohorts |
4 |
| Individual differences and course attendance: why do students skip class? |
4 |
| Increased physical education at school improves the visual-spatial cognition during adolescence |
4 |
| Academic anxieties: which type contributes the most to low achievement in methodological courses? |
4 |
| A prospective investigation of students' academic achievement and dropout in higher education: a Self-Determination Theory approach |
4 |
| Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher |
4 |
| A pedagogical alliance for trust, wellbeing and the identification of errors for learning and formative assessment |
4 |
| The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model |
3 |
| Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children |
3 |
| Effects of posture regulation on mood states, heart rate and test performance in children |
3 |
| Predicting primary students' self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback |
3 |
| The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance |
3 |
| Motivational beliefs as mediators in the association between perceived scholastic competence, self-esteem and learning strategies among Greek secondary school students |
3 |
| Adaptability, engagement, and degree completion: a longitudinal investigation of university students |
3 |
| Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning |
3 |
| The pedagogic value of learning design with virtual reality |
3 |
| Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students |
3 |
| Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children |
3 |
| Effects of worked examples on step performance in solving complex problems |
3 |
| Unrealistic responses to realistic problems with missing information: what are important barriers? |
3 |
| Domain modelling for advanced learning environments: the BEAR Assessment System Software |
3 |
