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Olivia M. Valdes, Jill Denner, Daniel J. Dickson & Brett Laursen. (2021) Teacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success. Educational Psychology 41:6, pages 786-805.
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Sirpa Eskelä-Haapanen, Marja-Kristiina Lerkkanen, Helena Rasku-Puttonen & Anna-Maija Poikkeus. (2017) Children’s beliefs concerning school transition. Early Child Development and Care 187:9, pages 1446-1459.
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Pascal Rekoert. The Gender-Sexuality Continuum in K-12 Spaces: A Case Study of Five Male Educators Teaching Youth in New York City. Journal of Dance Education 0:0, pages 1-12.
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Milagros Sáinz & Katja Upadyaya. (2023) The development of social science motivation across the transition to high school education. Current Psychology 43:10, pages 9152-9163.
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Ke Zeng, Feizhen Cao, Yajun Wu, Manhua Zhang & Xinfang Ding. (2023) Effects of interpretation bias modification on hostile attribution bias and reactive cyber-aggression in Chinese adolescents: a randomized controlled trial. Current Psychology 43:3, pages 2373-2386.
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Anneke C. Timmermans & Christine M. Rubie-Davies. (2022) Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance. European Journal of Psychology of Education 38:4, pages 1677-1705.
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Claudio Longobardi, Sofia Mastrokoukou & Matteo A. Fabris. (2023) Teacher sentiments about physical appearance and risk of bullying victimization: the mediating role of quality of student–teacher relationships and psychological adjustment. Frontiers in Education 8.
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Katharina Reschke, Ricarda Steinmayr & Birgit Spinath. (2023) Predicting students’ math self-concepts to explain gender differences through teachers’ judgments and students’ perceived teachers’ judgments. Frontiers in Education 8.
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Jennifer Ashlock, Miodrag Stojnic & Zeynep Tufekci. (2021) Gender Differences in Academic Efficacy across STEM Fields. Sociological Perspectives 65:3, pages 555-579.
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Huimin Wu, Yiqun Guo, Yingkai Yang, Le Zhao & Cheng Guo. (2021) A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement. Educational Psychology Review 33:4, pages 1749-1778.
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Milagros Sainz, Katja Upadyaya & Katariina Salmela-Aro. (2021) The Co-Development of Science, Math, and Language Interest Among Spanish and Finnish Secondary School Students. Frontiers in Education 6.
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Franziska Schwabe, Theresa Schlitter, Jennifer Igler, Annika Ohle-Peters, Annika Teerling, Olaf Köller & Nele McElvany. (2021) Lesemotivation, Leseselbstkonzept und Leseverhalten am Ende der Grundschulzeit – Wirksamkeit und differenzielle Effekte der schulischen Teilnahme an einer bundesweiten Förderinitiative. Zeitschrift für Pädagogische Psychologie 35:1, pages 53-70.
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Pilvi Peura, Tuija Aro, Eija Räikkönen, Helena Viholainen, Tuire Koponen, Ellen L. Usher & Mikko Aro. (2021) Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology 64, pages 101947.
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Diane L. Putnick, Chun‐Shin Hahn, Charlene Hendricks, Joan T. D. Suwalsky & Marc H. Bornstein. (2019) Child, Mother, Father, and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents. Journal of Research on Adolescence 30:S2, pages 298-314.
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Shengnan Wang, Christine M. Rubie-Davies & Kane Meissel. (2020) The stability and trajectories of teacher expectations: Student achievement level as a moderator. Learning and Individual Differences 78, pages 101819.
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Ann Dowker, Olivia Cheriton, Rachel Horton & Winifred Mark. (2019) Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics 100:3, pages 211-230.
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Jill Denner, Brett Laursen, Daniel Dickson & Amy C. Hartl. (2016) Latino Children’s Math Confidence: The Role of Mothers’ Gender Stereotypes and Involvement Across the Transition to Middle School. The Journal of Early Adolescence 38:4, pages 513-529.
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Jojanneke P. J. Van der Beek, Sanne H. G. Van der Ven, Evelyn H. Kroesbergen & Paul P. M. Leseman. (2017) Self‐concept mediates the relation between achievement and emotions in mathematics. British Journal of Educational Psychology 87:3, pages 478-495.
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Yuan Liu, Hongyun Liu & Kit-tai Hau. (2016) Reading Ability Development from Kindergarten to Junior Secondary: Latent Transition Analyses with Growth Mixture Modeling. Frontiers in Psychology 7.
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Carlo Tomasetto, Alberto Mirisola, Silvia Galdi & Mara Cadinu. (2015) Parents' math–gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds. Contemporary Educational Psychology 42, pages 186-198.
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