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Hangyan Yu & Jie Hu. (2023) A multilevel regression analysis of computer-mediated communication in synchronous and asynchronous contexts and digital reading achievement in Japanese students. Interactive Learning Environments 31:10, pages 7261-7275.
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Yuan Liu, Kit-Tai Hau & Xin Zheng. (2019) Do Both Intrinsic and Identified Motivations Have Long-Term Effects?. The Journal of Psychology 153:3, pages 288-306.
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Remy Dou, Heidi Cian, Zahra Hazari, Gerhard Sonnert & Philip M. Sadler. (2023) Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type. Annals of the New York Academy of Sciences 1526:1, pages 138-147.
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Carlton J. Fong, Kristen P. Kremer, Christie Hill-Troglin Cox & Christie A. Lawson. (2021) Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes. Contemporary Educational Psychology 65, pages 101962.
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Sina Mews & Andreas Pöge. (2019) Das Zusammenspiel von Selbstbildern, motivationalen und emotionalen Orientierungen sowie deren Einfluss auf die Mathematikleistung in der PISA-Studie 2012The interplay between self-beliefs, motivational and emotional orientations as well as their effects on mathematics achievement in PISA 2012. Zeitschrift für Erziehungswissenschaft 22:4, pages 899-924.
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Michelle Hurst & Sara Cordes. 2017. Understanding Emotions in Mathematical Thinking and Learning. Understanding Emotions in Mathematical Thinking and Learning
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Jennifer Riedl Cross, Stephen J. Bugaj & Sakhavat Mammadov. (2016) Accepting a Scholarly Identity. Journal for the Education of the Gifted 39:1, pages 23-48.
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LORI ANDERSEN & JASON A. CHEN. (2016) Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009. Science Education 100:1, pages 57-77.
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