Motivation
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1600774
The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1546830
Academic achievement
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1643971
Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1543855
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1566519
Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1500681
Exploring coping and optimism as predictors of academic burnout and performance among university students
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1545996
Antecedents of academic performance of university students: academic engagement and psychological capital resources
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1623382
Emotions and teaching styles among academics: the mediating role of research and teaching efficacy
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1520970
Factors influencing teachers’ innovative teaching behaviour with information and communication technology (ICT): the mediator role of organisational innovation climate
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1520201
The role of personality in motivational regulation and academic procrastination
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1537479
Witnessing school bullying: to react or not to react? An insight into perceived social norms regulating self-predicted defending and passive behaviours
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1530735
Teachers & self-efficacy
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1567070
The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1572104
A meta-analysis of the effectiveness of ALEKS on learning
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1495829
Psychological need support as a predictor of intrinsic and external motivation: the mediational role of achievement goals
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1618442
The effect of positive reappraisal on the availability of self-control resources and self-regulated learning*
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1524851
Personality predictors of scholastic cheating in a Chinese sample
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1502414
The effects of private tutoring on students’ perception of their parents’ academic involvement and the quality of their parent-child relationship
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1610725
Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1577952
Working memory resources in children: stability and relation to subsequent academic skills
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1562046
Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1527018
Effects of worked examples on step performance in solving complex problems
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1515891
Volunteer motivation, social problem solving,self-efficacy, and mental health: a structural equation model approach
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1514102
Domain modelling for advanced learning environments: the BEAR Assessment System Software
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1481934
Mindfulness and situational interest
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1553296
Teachers’ student-specific self-efficacy in relation to teacher and student variables
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1516861
Using contrasting cases to improve self-assessment in physics learning
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1577360
The academic benefits of ‘letting go’: the contribution of mindfulness and nonattachment to adaptability, engagement, and grades
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1588228
Effects of intelligent feedback on online learners’ engagement and cognitive load: the case of research ethics education
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1527291
Investigating how errors should be flagged and worked examples structured when providing feedback to novice learners of mathematics
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1650895
Differences of math anxiety groups based on two measurements, MASS and EEG
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1543857
How intrinsic and extrinsic motivations function among college student samples in both Taiwan and the U.S.
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1510116
A social-emotional pathway to promoting math self-concept: the moderating role of sex
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1621994
Examining explanatory style for failure of direct entry and transfer students using structural equation modelling
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1574340
The role of values in pre-service teachers’ intentions for professional engagement
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1504892
Pathways of parental involvement through students’ motivational beliefs to science achievement
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1617410
The influence of trait meta-mood on subjective well-being in high school students: a random intercept cross-lagged panel analysis
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1543854
Achievement goal pursuit during the transition from middle school to high school: its antecedents and consequences from a self-determination perspective
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1600663
Academic performance and assessment
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1625522
Utility value and emotional support of teachers as predictors of student utility value and achievement
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1693509
On the relationship between regulatory focus and response bias in multiple-choice exams
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1533108
Wellbeing and higher education
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1594622
A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1585516
The influence of timing of peer cooperation on learning
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1567690
Does high perceptual load assist in reducing the seductive details effect
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1686465
An online game-based computational estimation assessment combining cognitive diagnostic model and strategy analysis
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1501468
Analytic character learning in Chinese children: evidence from associative pseudocharacter learning paradigm
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1520202
Social identification and academic performance: integrating two existing models of tertiary student learning
来源期刊：Educational PsychologyDOI：10.1080/01443410.2018.1524853
The malleability of thinking styles over one year
来源期刊：Educational PsychologyDOI：10.1080/01443410.2019.1684449
