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Ashlee L. Sjogren, Christine L. Bae, Nancy L. Deutsch, Sharon Zumbrunn & Michael Broda. (2022) Afterschool engagement: a mixed methods approach to understanding profiles of youth engagement. Applied Developmental Science 26:4, pages 638-656.
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Netta Tiippana, T. Korhonen & K. Hakkarainen. (2022) Joining networked society: integrating Academic Service-Learning into formal school. Pedagogy, Culture & Society 0:0, pages 1-24.
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Erika Sarivaara, Pigga Keskitalo & Ilkka Ratinen. (2021) Finnish student teachers’ conceptions and experiences of nature. Journal of Adventure Education and Outdoor Learning 21:2, pages 151-161.
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Katariina Salmela-Aro & Katja Upadyaya. (2020) School engagement and school burnout profiles during high school – The role of socio-emotional skills. European Journal of Developmental Psychology 17:6, pages 943-964.
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José Ramón Calvo-Ferrer. (2020) Exploring digital nativeness as a predictor of digital game-based L2 vocabulary acquisition. Interactive Learning Environments 28:7, pages 902-914.
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Smiddy Nieuwenhuis, Denise J. van der Mee, Tieme W. P. Janssen, Leonie L. L. Verstraete, Martijn Meeter & Nienke M. van Atteveldt. (2023) Growth mindset and school burnout symptoms in young adolescents: the role of vagal activity as potential mediator. Frontiers in Psychology 14.
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Cristina Cabras, Tatiana Konyukhova, Natalia Lukianova, Marina Mondo & Cristina Sechi. (2023) Gender and country differences in academic motivation, coping strategies, and academic burnout in a sample of Italian and Russian first-year university students. Heliyon 9:6, pages e16617.
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Xiaojin Hu, Yuling Chen, Zhihang Wang, E. Scott Huebner & Yu Ling. (2022) A Latent Transition Analysis of Internet Addiction in Early Adolescents and Its Contributing Factors. The Journal of Early Adolescence 43:5, pages 603-631.
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Noémie Lacombe, Maryelle Hey, Verena Hofmann, Céline Pagnotta & Myriam Squillaci. (2023) School Burnout after COVID-19, Prevalence and Role of Different Risk and Protective Factors in Preteen Students. Children 10:5, pages 823.
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Lauren Cabrera, Christine Lee Bae & Morgan DeBusk-Lane. (2023) A mixed methods study of middle students' science motivation and engagement profiles. Learning and Individual Differences 103, pages 102281.
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Xue Wen, Qian Zhang, Shoushi Wang, Xiaoyan Liu & Wei Xu. (2023) Mindfulness and academic burnout among chinese elementary school students: The mediating role of perceived teacher support. Teaching and Teacher Education 123, pages 103991.
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Christiaan I. Bekker, Sebastiaan Rothmann & Magdalena M. Kloppers. (2023) The happy learner: Effects of academic boredom, burnout, and engagement. Frontiers in Psychology 13.
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Vasileios StavropoulosTrent FootittDaniel Zarate, Maria ProkofievaMark D. Griffiths. (2022) The Online Flow Questionnaire: An Item Response Theory Examination. Cyberpsychology, Behavior, and Social Networking 25:12, pages 793-801.
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Pihla Rautanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2022) Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey. Social Psychology of Education 25:6, pages 1481-1505.
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Kjersti Balle Tharaldsen. (2022) “They gotta understand why”: Teachers’ professional perceptions regarding the stimulation of academic motivation in upper secondary school. Frontiers in Education 7.
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Jenni Laurell, Khalil Gholami, Kirsi Tirri & Kai Hakkarainen. (2022) How Mindsets, Academic Performance, and Gender Predict Finnish Students’ Educational Aspirations. Education Sciences 12:11, pages 809.
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Dong Yang, Zhenyu Cai, Yu Tan, Chen Zhang, Mengti Li, Cheng Fei & Ronghuai Huang. (2022) The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support. Behavioral Sciences 12:11, pages 408.
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Wenlong Song, Zihan Wang & Ruiqing Zhang. (2022) Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study. International Journal of Environmental Research and Public Health 19:20, pages 13403.
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Selim GÜNDOĞAN. (2022) Cognitive Flexibility and Perceived Social Support as Predictors of Coping Skill with School Burnout. Pamukkale University Journal of Education.
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Charlie Renaud & Agnès Lacroix. (2022) Connaissances actuelles des causes du burnout, importance et relations des différentes variables mises en jeu : une revue critique de la littérature. Annales Médico-psychologiques, revue psychiatrique.
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Terence Bowles, Janet Scull & Shane R. Jimerson. (2022) School connection through engagement associated with grade scores and emotions of adolescents: four factors to build engagement in schools. Social Psychology of Education 25:2-3, pages 675-696.
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Juliana Martins, Jennifer Cunha, Sílvia Lopes, Tânia Moreira & Pedro Rosário. (2021) School Engagement in Elementary School: A Systematic Review of 35 Years of Research. Educational Psychology Review 34:2, pages 793-849.
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Lauri Hietajärvi, Erika Maksniemi & Katariina Salmela-Aro. (2022) Digital Engagement and Academic Functioning. European Psychologist 27:2, pages 102-115.
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Syed Harris Laeeque, Muhammad Ali Saeed & Atif Bilal. (2022) Psychological mechanisms linking sibling abuse and school delinquency: an experiential sampling study based on conservation of resources theory. Motivation and Emotion 46:2, pages 197-210.
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Nina Bergdahl & Melissa Bond. (2021) Negotiating (dis-)engagement in K-12 blended learning. Education and Information Technologies 27:2, pages 2635-2660.
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Katariina Salmela‐Aro, Katja Upadyaya, Janica Vinni‐Laakso & Lauri Hietajärvi. (2021) Adolescents' Longitudinal School Engagement and Burnout Before and During COVID‐19—The Role of Socio‐Emotional Skills. Journal of Research on Adolescence 31:3, pages 796-807.
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Pihla Rautanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2020) Primary school students’ perceived social support in relation to study engagement. European Journal of Psychology of Education 36:3, pages 653-672.
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Piera Gabola, Nicolas Meylan, Marine Hascoët, Simona De Stasio & Caterina Fiorilli. (2021) Adolescents’ School Burnout: A Comparative Study between Italy and Switzerland. European Journal of Investigation in Health, Psychology and Education 11:3, pages 849-859.
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Molly Hammer, Richard Göllner, Katharina Scheiter, Benjamin Fauth & Kathleen Stürmer. (2021) For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets. Computers & Education 166, pages 104147.
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Iris Estévez, Carolina Rodríguez-Llorente, Isabel Piñeiro, Rocío González-Suárez & Antonio Valle. (2021) School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability 13:6, pages 3011.
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Kaja Mädamürk, Heta Tuominen, Lauri Hietajärvi & Katariina Salmela-Aro. (2021) Adolescent students’ digital engagement and achievement goal orientation profiles. Computers & Education 161, pages 104058.
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Milja Parviainen, Kaisa Aunola, Minna Torppa, Anna-Maija Poikkeus & Kati Vasalampi. (2020) Symptoms of psychological ill-being and school dropout intentions among upper secondary education students: A person-centered approach. Learning and Individual Differences 80, pages 101853.
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Nina Bergdahl, Jalal Nouri, Uno Fors & Ola Knutsson. (2020) Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education 149, pages 103783.
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