21–40 von 4,063 Ergebnissen
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    Arguing collaboratively: Argumentative discourse types and their potential for knowledge building

    Felton, Mark | Online Contents | 2015
    Verlag: Wiley-Blackwell , Oxford

    The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

    Wilson, Claire | Online Contents | 2016
    Verlag: Wiley-Blackwell , Oxford

    Achievement goals and emotions: The mediational roles of perceived progress, control, and value

    Hall, Nathan C | Online Contents | 2016
    Verlag: Wiley-Blackwell , Oxford

    Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals

    Putwain, David W | Online Contents | 2017
    Verlag: Wiley-Blackwell , Oxford

      Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals

      Putwain, David W | Online Contents | 2016
      Verlag: Wiley-Blackwell , Oxford

    Culturalizing motivation research in educational psychology

    King, Ronnel B | Online Contents | 2016
    Verlag: Wiley-Blackwell , Oxford

    Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning

    Liem, Gregory Arief D | Online Contents | 2016
    Verlag: Wiley-Blackwell , Oxford

    Post-maritime transnationalization: Malay seafarers in Liverpool

    BUNNELL, T. | British Library Conference Proceedings | 2007
    Verlag: Blackwell

    Cultural invariance of goal orientation and self‐efficacy in New Zealand: Relations with achievement

    Meissel, Kane | Online Contents | 2016
    Verlag: Wiley-Blackwell , Oxford

    Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours

    Muijs, Daniel | Online Contents | 2017
    Verlag: Wiley-Blackwell , Oxford

    Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta‐cognition

    Kamp, Marie‐Thérèse | Online Contents | 2015
    Verlag: Wiley-Blackwell , Oxford