2006 |
Predicting homework effort: Support for a domain-specific, multilevel homework model
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Artículo
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39 |
2009 |
Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment
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Artículo
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34 |
2007 |
Between- and within-domain relations of students' academic emotions
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Artículo
|
20 |
2005 |
Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
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Artículo
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19 |
2010 |
Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.
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Artículo
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15 |
2009 |
Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement
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Artículo
ARTICULO
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13 |
2012 |
Probing for the multiplicative term in modern expectancy--value theory: A latent interaction modeling study
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10 |
2008 |
What makes lessons interesting?
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Artículo
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10 |
2008 |
Teachers' occupational well-being and quality of instruction
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Artículo
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8 |
2006 |
Effort on Homework in Grades 5–9
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Artículo
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8 |
2018 |
Emotion transmission in the classroom revisited
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Artículo
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6 |
2007 |
Students' self-reported effort and time on homework in six school subjects
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Artículo
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5 |
2016 |
Teachers’ emotional exhaustion is negatively related to students’ achievement
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Artículo
|
5 |
2006 |
Tracking, grading, and student motivation
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Artículo
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5 |
2018 |
Social support and classroom management are related to secondary students’ general school adjustment
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Artículo
|
4 |
2007 |
Longitudinal Study of Preadolescent Sport Self-Concept and Performance
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Artículo
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4 |
2008 |
Athletic classmates, physical self-concept, and free-time physical activity
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Artículo
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3 |
2020 |
Reciprocal associations between students’ mathematics anxiety and achievement
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Artículo
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3 |
2023 |
A three-dimensional taxonomy of achievement emotions.
Pekrun, Reinhard
Marsh, Herbert W.
Elliot, Andrew J.
Stockinger, Kristina
Perry, Raymond P.
Vogl, Elisabeth
Goetz, Thomas
van Tilburg, Wijnand A. P
Lüdtke, Oliver
Vispoel, Walter P.
|
Artículo
ARTICULO
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3 |
2022 |
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes?
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Artículo
ARTICULO
|
2 |
2019 |
Effects of grade retention on students’ motivation
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Artículo
|
2 |
2015 |
Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?
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Artículo
|
2 |
2009 |
Within-school social comparison: how students perceive the standing of their class predicts academic self-concept
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Artículo
|
2 |
2007 |
Predicting global and topic-specific certainty beliefs
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Artículo
|
2 |
2017 |
Ethnic composition and heterogeneity in the classroom
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Artículo
|
1 |
2014 |
Acceleration in elementary school
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Artículo
|
1 |
2022 |
Class-average achievement and individual achievement development
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Artículo
ARTICULO
|
1 |
2019 |
Does personality become more stable with age?
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Artículo
|
1 |
2008 |
Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs
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Artículo
|
1 |
2019 |
Using the theory of planned behavior to predict teachers’ likelihood of taking a competency-based approach to instruction
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Artículo
ARTICULO
|
1 |
2020 |
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
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Artículo
ARTICULO
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1 |
2013 |
Cherish yourself
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Artículo
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1 |
2019 |
Are personality traits and relationship characteristics reciprocally related?
|
Artículo
|
1 |
2012 |
The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?
|
Artículo
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1 |
2009 |
Social Dominance in Adolescence
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Artículo
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1 |