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Rossella Latorraca. (2024) Exploring genre-based EN<>IT specialised translation training and its effects on self-efficacy. The Interpreter and Translator Trainer 18:1, pages 40-57.
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Jeroen Lavrijsen, Alicia Ramos & Karine Verschueren. (2022) Detecting Unfulfilled Potential: Perceptions of Underachievement by Student, Parents, and Teachers. The Journal of Experimental Education 90:4, pages 797-817.
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Étienne St-Jean, Maripier Tremblay, Cécile Fonrouge & Rahma Chouchane. (2022) Gendered impact of training on entrepreneurial self-efficacy: a longitudinal study of nascent entrepreneurs. Journal of Small Business & Entrepreneurship 34:5, pages 524-547.
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Benjamin L. Bayly, Eleanor Dizon, Gitanjali Shrestha, Crystal Lederhos Smith, Senait Tekle & Brittany Rhoades Cooper. (2022) Leveraging self-determination theory to understand which preschool teachers benefit most from a professional development intervention. Journal of Early Childhood Teacher Education 43:2, pages 194-212.
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Yuxiang Hong & Peiqing Zhang. (2020) Political news and happiness: the difference between traditional media and new media use. Chinese Journal of Communication 13:4, pages 370-388.
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Kate E. Snyder & Jill L. Adelson. (2017) The Development and Validation of the Perceived Academic Underachievement Scale. The Journal of Experimental Education 85:4, pages 614-628.
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Kelsey Simons, Sofiya An & Robin Bonifas. (2016) Professional and practice characteristics associated with self-efficacy in assessment and intervention among social workers in aging. Social Work in Health Care 55:5, pages 362-380.
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Rianne Janssen, Sofie Wouters, Tine Huygh, Katrijn Denies & Karine Verschueren. (2015) The effect of peer group performance on the self-concept of reading in a foreign language. Educational Psychology 35:2, pages 158-175.
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Paula Thomson & S.
Victoria Jaque. (2013) Exposing Shame in Dancers and Athletes: Shame, Trauma, and Dissociation in a Nonclinical Population. Journal of Trauma & Dissociation 14:4, pages 439-454.
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Cornelia Stiller & Matthias Wilde. Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation. The Journal of Experimental Education 0:0, pages 1-22.
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