| |
2023 |
Comparing parental and school pressure in terms of their relations with students' well-being |
| Senkbeil, Martin |
2018 |
Development and validation of the ICT motivation scale for young adolescents |
| Lazarides, Rebecca, Schiepe-Tiska, Anja, Heine, Jorg-Henrik, Buchholz, Janine |
2022 |
Expectancy-value profiles in math |
| Wang, Yi, King, Ronnel B., Wang, Faming, Leung, Shing On |
2021 |
Need-supportive teaching is positively associated with students' well-being |
| Lee, Jihyun, Stankov, Lazar |
2018 |
Non-cognitive predictors of academic achievement |
| Karpiński, Zbigniew, Di Pietro, Giorgio, Biagi, Federico |
2023 |
Non-cognitive skills and social gaps in digital skills |
| Zhang, Xingyu, Wan, Qian, Lyu, Siyu, Li, Ouwen, Liu, Yuan |
2021 |
Overlearning is as ineffective as underlearning? |
| Wang, Ze, Bergin, David A. |
2017 |
Perceived relative standing and the big-fish-little-pond effect in 59 countries and regions |
| Ma, Lihong, Luo, Haifeng, Xiao, Leifeng |
2021 |
Perceived teacher support, self-concept, enjoyment and achievement in reading |
| Li, Jiajing, King, Ronnel B., Wang, Yi, Leung, Shing On, Wang, Chuang |
2023 |
Students' and schools' expectancy-value beliefs are associated with reading achievement |
| Cai, Yuyang, Yang, Yan |
2022 |
The fluid relation between reading strategies and mathematics learning |