Citations (29)
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Cheng Yong Tan. (2022) Direct and indirect influences of familial socioeconomic status on students’ science achievement. Oxford Review of Education 0:0, pages 1-25.
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Fabio Alivernini, Sara Manganelli, Elisa Cavicchiolo, Laura Girelli, Valeria Biasi & Fabio Lucidi. (2018) Immigrant background and gender differences in primary students' motivations toward studying. The Journal of Educational Research 111:5, pages 603-611.
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Cheng Yong Tan, Lin Gao, Xiaoou Hong & Qiongjiang Song. (2023) Socioeconomic status and students' science self‐efficacy. British Educational Research Journal 49:4, pages 782-832.
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Allan B. I. Bernardo, Macario O. CordelIIII, Marissa Ortiz Calleja, Jude Michael M. Teves, Sashmir A. Yap & Unisse C. Chua. (2023) Profiling low-proficiency science students in the Philippines using machine learning. Humanities and Social Sciences Communications 10:1.
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Gintautas Silinskas, Arto K. Ahonen & Terhi‐Anna Wilska. (2023)
School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish
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Allan B. I. Bernardo, Macario O. CordelIIII, Rochelle Irene G. Lucas, Jude Michael M. Teves, Sashmir A. Yap & Unisse C. Chua. (2021) Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners. Education Sciences 11:10, pages 628.
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Xiaoyue Hu & Jie Hu. (2021) A Classification Analysis of the High and Low Levels of Global Competence of Secondary Students: Insights from 25 Countries/Regions. Sustainability 13:19, pages 11053.
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Jiangping Chen, Yang Zhang, Yueer Wei & Jie Hu. (2019) Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach. Research in Science Education 51:S1, pages 129-158.
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Jelena Radišić, Patrizia Selleri, Felice Carugati & Aleksandar Baucal. (2021) Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data. Science Education 105:2, pages 438-468.
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Lucas Gualberto & André Machado Rodrigues. (2021) Autonomia curricular como fator associado ao desempenho de ciência no PISA. Ciência & Educação (Bauru) 27.
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Jiangping Chen, Yang Zhang & Jie Hu. (2020) Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy. Reading and Writing 34:1, pages 199-230.
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Mustafa YILDIZ, Eda ERDAŞ KARTAL & Günkut MESCİ. (2020) Investigation of Turkey's PISA 2015 Science Achievement and Associated Variables Using Hierarchical Linear ModelingTürkiye'nin PISA 2015 Fen Başarısının ve İlişkili Değişkenlerin Hiyerarşik Doğrusal Modelleme İle İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14:1, pages 450-480.
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Cristiano Mauro Assis Gomes, Amanda Amantes & Enio G. Jelihovschi. (2020) Applying the Regression Tree Method to Predict Students’ Science AchievementAplicando el Método de Regresión en Árbol para Predecir el Rendimiento de los Estudiantes en CienciasAplicando o Método de Regressão em Árvore para Predizer o Desempenho dos Estudantes em Ciências. Trends in Psychology 28:1, pages 99-117.
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Pey-Yan Liou & Okan Bulut. (2017) The Effects of Item Format and Cognitive Domain on Students’ Science Performance in TIMSS 2011. Research in Science Education 50:1, pages 99-121.
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Fabio Lucidi, Luca Mallia, Anna Maria Giannini, Roberto Sgalla, Lambros Lazuras, Andrea Chirico, Fabio Alivernini, Laura Girelli & Cristiano Violani. (2019) Riding the Adolescence: Personality Subtypes in Young Moped Riders and Their Association With Risky Driving Attitudes and Behaviors. Frontiers in Psychology 10.
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Laura Girelli, Fabio Alivernini, Fabio Lucidi, Mauro Cozzolino, Giulia Savarese, Maurizio Sibilio & Sergio Salvatore. (2018) Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students. Frontiers in Education 3.
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Fabio Alivernini, Sara Manganelli & Fabio Lucidi. (2016) Personal and Classroom Achievement Goals: Their Structures and Relationships. Journal of Psychoeducational Assessment 36:4, pages 354-365.
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Sergio Longobardi, Margherita Maria Pagliuca & Andrea Regoli. (2017) Can problem-solving attitudes explain the gender gap in financial literacy? Evidence from Italian students’ data. Quality & Quantity 52:4, pages 1677-1705.
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