Results 1 - 20 of 87 for Central Connecticut State University
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| Result Number | Material Type | Add to My Shelf Action | Record Details and Options |
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A working definition and conceptual model of internationalization for school and educational psychologyBegeny, John C.Psychology in the Schools, September 2018, Vol.55(8), pp.924-940 [Peer Reviewed Journal]Full text available online |
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Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learnersLervåg, Arne ; Aukrust, Vibeke GrøverJournal of Child Psychology and Psychiatry, May 2010, Vol.51(5), pp.612-620 [Peer Reviewed Journal]Full text available online |
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Behavioral Momentum Theory: Equations and ApplicationsNevin, John A ; Shahan, Timothy AJournal of Applied Behavior Analysis, 2011, Vol.44(4), p.877 [Peer Reviewed Journal]Full text available online |
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School burnout and engagement in the context of demands–resources modelSalmela‐Aro, Katariina ; Upadyaya, KatjaBritish Journal of Educational Psychology, March 2014, Vol.84(1), pp.137-151 [Peer Reviewed Journal]Full text available online |
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Vocational interests of intellectually gifted and highly achieving young adultsVock, Miriam ; Köller, Olaf ; Nagy, GabrielBritish Journal of Educational Psychology, June 2013, Vol.83(2), pp.305-328 [Peer Reviewed Journal]Full text available online |
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Positive academic emotions moderate the relationship between self‐regulation and academic achievementVillavicencio, Felicidad T. ; Bernardo, Allan B. I.British Journal of Educational Psychology, June 2013, Vol.83(2), pp.329-340 [Peer Reviewed Journal]Full text available online |
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Approaches to academic growth assessmentAnderman, Eric M. ; Gimbert, Belinda ; O' Connell, Ann A. ; Riegel, LisaBritish Journal of Educational Psychology, June 2015, Vol.85(2), pp.138-153 [Peer Reviewed Journal]Full text available online |
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Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goalsMichou, Aikaterini ; Vansteenkiste, Maarten ; Mouratidis, Athanasios ; Lens, WillyBritish Journal of Educational Psychology, December 2014, Vol.84(4), pp.650-666 [Peer Reviewed Journal]Full text available online |
| 9 |
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How are learning strategies reflected in the eyes? Combining results from self‐reports and eye‐trackingCatrysse, Leen ; Gijbels, David ; Donche, Vincent ; De Maeyer, Sven ; Lesterhuis, Marije ; Van Den Bossche, PietBritish Journal of Educational Psychology, March 2018, Vol.88(1), pp.118-137 [Peer Reviewed Journal]Full text available online |
| 10 |
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Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instructionGuay, Frédéric ; Roy, Amélie ; Valois, PierreBritish Journal of Educational Psychology, June 2017, Vol.87(2), pp.224-240 [Peer Reviewed Journal]Full text available online |
| 11 |
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Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy informationAhn, Hyun Seon ; Usher, Ellen L. ; Butz, Amanda ; Bong, MimiBritish Journal of Educational Psychology, March 2016, Vol.86(1), pp.112-136 [Peer Reviewed Journal]Full text available online |
| 12 |
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If one goes up the other must come down: Examining ipsative relationships between math and English self‐concept trajectories across high schoolParker, Philip D. ; Marsh, Herbert W. ; Morin, Alexandre J. S. ; Seaton, Marjorie ; Van Zanden, BrookeBritish Journal of Educational Psychology, June 2015, Vol.85(2), pp.172-191 [Peer Reviewed Journal]Full text available online |
| 13 |
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The reciprocal internal/external frame of reference model using grades and test scoresMöller, Jens ; Zimmermann, Friederike ; Köller, OlafBritish Journal of Educational Psychology, December 2014, Vol.84(4), pp.591-611 [Peer Reviewed Journal]Full text available online |
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Reactive aggression and peer victimization from pre‐kindergarten to first grade: Accounting for hyperactivity and teacher–child conflictRunions, Kevin C.British Journal of Educational Psychology, December 2014, Vol.84(4), pp.537-555 [Peer Reviewed Journal]Full text available online |
| 15 |
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To master or perform? Exploring relations between achievement goals and conceptual change learningRanellucci, John ; Muis, Krista R. ; Duffy, Melissa ; Wang, Xihui ; Sampasivam, Lavanya ; Franco, Gina M.British Journal of Educational Psychology, September 2013, Vol.83(3), pp.431-451 [Peer Reviewed Journal]Full text available online |
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Practicing What We Teach? An Autobiographical Reflection on Navigating Academia as a Single MotherSchlehofer, MicheleJournal of Community Psychology, January 2012, Vol.40(1), p.112 [Peer Reviewed Journal]Full text available online |
| 17 |
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Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time?Martin, Andrew J. ; Colmar, Susan H. ; Davey, Louise A. ; Marsh, Herbert W.British Journal of Educational Psychology, September 2010, Vol.80(3), pp.473-496 [Peer Reviewed Journal]Full text available online |
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Personal and situational predictors of test anxiety of students in post‐compulsory educationPutwain, David W. ; Woods, Kevin A. ; Symes, Wendy.British Journal of Educational Psychology, March 2010, Vol.80(1), pp.137-160 [Peer Reviewed Journal]Full text available online |
| 19 |
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Example‐based learning: Effects of model expertise in relation to student expertiseBoekhout, Paul ; Gog, Tamara ; Wiel, Margje W. J. ; Gerards‐Last, Dorien ; Geraets, JacquesBritish Journal of Educational Psychology, December 2010, Vol.80(4), pp.557-566 [Peer Reviewed Journal]Full text available online |
| 20 |
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Causal ordering of academic self‐concept and achievement: Effects of type of achievement measurePinxten, Maarten ; Fraine, Bieke ; Damme, Jan ; D' Haenens, EllenBritish Journal of Educational Psychology, December 2010, Vol.80(4), pp.689-709 [Peer Reviewed Journal]Full text available online |
Results 1 - 20 of 87 for Central Connecticut State University
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