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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 40, 2020 - Issue 7
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Articles

Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing

Lisa BirnbaumFriedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Nürnberg, GermanyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-1676-0819
ORCID Icon,
Elisabeth M. SchüllerFriedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Nürnberg, Germany
&
Stephan KrönerFriedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Nürnberg, Germany
Pages 856-874 | Received 12 Apr 2018, Accepted 31 May 2020, Published online: 13 Jun 2020

Citations (5)

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Read on this site (1)

Phillip J. Moore. (2020) Literacy: unravelling the complexities of written symbols. Educational Psychology 40:7, pages 801-803.
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Articles from other publishers (4)

Leah Bryars & Bethanie Pletcher. (2024) “Are you Gonna Help us with Writing?” Empowering Writers though Dialogue Journaling. The Reading Teacher.
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Pui-sze Yeung, Kevin Kien-hoa Chung, David Wai-ock Chan & Elaine Sau-wai Chan. (2024) Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children. Reading and Writing.
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Lisa Birnbaum & Stephan Kröner. (2022) A Review on Antecedents and Consequences of Leisure Reading and Writing in Children. SAGE Open 12:3, pages 215824402211138.
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Kathrin Smolarczyk, Verena Wießnet, Lisa Birnbaum & Stephan Kröner. (2021) The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study. Psychology of Music 50:2, pages 345-364.
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