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BRITISH
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DERMATOLOGY
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journal:(BRITISH JOURNAL OF DERMATOLOGY)
Visuospatial training improves elementary students’ mathematics performance
Visuospatial training improves elementary students’ mathematics performance
Minding and mending the gap: Social psychological interventions to reduce educational disparities
Math anxiety and its relationship with basic arithmetic skills among primary school children
Parent–child learning interactions: A review of the literature on scaffolding
Parent-child learning interactions: A review of the literature on scaffolding
Self-concept mediates the relation between achievement and emotions in mathematics
Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement
Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement
Teachers' goal orientations: Effects on classroom goal structures and emotions
Teachers' goal orientations: Effects on classroom goal structures and emotions
Early childhood profiles of sleep problems and self‐regulation predict later school adjustment
The impact of social cognitive and personality factors on teachers' reported inclusive behaviour
Arguing collaboratively: Argumentative discourse types and their potential for knowledge building
Visual working memory and number sense: Testing the double deficit hypothesis in mathematics
Achievement goals and emotions: The mediational roles of perceived progress, control, and value
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals
Early high school engagement in students with attention/deficit hyperactivity disorder
Early high school engagement in students with attention/deficit hyperactivity disorder
Cultural invariance of goal orientation and self‐efficacy in New Zealand: Relations with achievement
Academically buoyant students are less anxious about and perform better in high‐stakes examinations
Does mood influence text processing and comprehension? Evidence from an eye‐movement study