| Johansson, Stefan, Yang Hansen, Kajsa, Thorsen, Cecilia |
2023 |
A modeling approach to identify academically resilient students |
| Wang, Yuanhua |
2023 |
Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics |
| Bernardo, Allan B. I. |
2023 |
Growth mindset and reading proficiency of ESL learners |
| Bernardo, Allan B. I. |
2023 |
Growth mindset and reading proficiency of ESL learners |
| Arikan, Serkan, Van de Vijver, Fons J. R., Yagmur, Kutlay |
2020 |
Mainstream and immigrant students’ primary school mathematics achievement differences in European countries |
| Maddox, Bryan, Bayliss, Andrew P., Fleming, Piers, Engelhardt, Paul E., Edwards, S. Gareth, Borgonovi, Francesca |
2018 |
Observing response processes with eye tracking in international large-scale assessments |
| Säljö, Roger, Radišić, Jelena |
2018 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment |
| Ding, Yi, Yang Hansen, Kajsa, Klapp, Alli |
2023 |
Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method |
| Mazzone, Angela, Pitsia, Vasiliki |
2020 |
The association of individual and contextual variables with bullying victimisation |
| Cai, Yuyang, Yang, Yan, Ge, Qianwen, Weng, Hongbo |
2022 |
The interplay between teacher empathy, students’ sense of school belonging, and learning achievement |
| Cai, Yuyang, Ge, Qianwen, Yang, Yan |
2023 |
The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement |
| Vicente, Santiago, Sánchez, Rosario, Verschaffel, Lieven |
2020 |
Word problem solving approaches in mathematics textbooks |