These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
141 related articles for article (PubMed ID: 24647760)
1. What students think they feel differs from what they really feel--academic self-concept moderates the discrepancy between students' trait and state emotional self-reports. Bieg M; Goetz T; Lipnevich AA PLoS One; 2014; 9(3):e92563. PubMed ID: 24647760 [TBL] [Abstract][Full Text] [Related]
2. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions? Lazarides R; Raufelder D Br J Educ Psychol; 2021 Mar; 91(1):127-147. PubMed ID: 32369196 [TBL] [Abstract][Full Text] [Related]
3. Self-concept mediates the relation between achievement and emotions in mathematics. Van der Beek JPJ; Van der Ven SHG; Kroesbergen EH; Leseman PPM Br J Educ Psychol; 2017 Sep; 87(3):478-495. PubMed ID: 28440010 [TBL] [Abstract][Full Text] [Related]
4. The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions. Goetz T; Becker ES; Bieg M; Keller MM; Frenzel AC; Hall NC PLoS One; 2015; 10(9):e0137441. PubMed ID: 26368911 [TBL] [Abstract][Full Text] [Related]
5. Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety. Bieg M; Goetz T; Wolter I; Hall NC Front Psychol; 2015; 6():1404. PubMed ID: 26441778 [TBL] [Abstract][Full Text] [Related]
6. Positive academic emotions moderate the relationship between self-regulation and academic achievement. Villavicencio FT; Bernardo AB Br J Educ Psychol; 2013 Jun; 83(Pt 2):329-40. PubMed ID: 23692538 [TBL] [Abstract][Full Text] [Related]
7. Between-domain relations of students' academic emotions and their judgments of school domain similarity. Goetz T; Haag L; Lipnevich AA; Keller MM; Frenzel AC; Collier AP Front Psychol; 2014; 5():1153. PubMed ID: 25374547 [TBL] [Abstract][Full Text] [Related]
8. Do girls really experience more anxiety in mathematics? Goetz T; Bieg M; Lüdtke O; Pekrun R; Hall NC Psychol Sci; 2013 Oct; 24(10):2079-87. PubMed ID: 23985576 [TBL] [Abstract][Full Text] [Related]
9. Agreement among student, parent and teacher ratings of school inclusion: A multitrait-multimethod analysis. Schwab S; Zurbriggen CLA; Venetz M J Sch Psychol; 2020 Oct; 82():1-16. PubMed ID: 32988457 [TBL] [Abstract][Full Text] [Related]
11. Statistics anxiety, state anxiety during an examination, and academic achievement. Macher D; Paechter M; Papousek I; Ruggeri K; Freudenthaler HH; Arendasy M Br J Educ Psychol; 2013 Dec; 83(Pt 4):535-49. PubMed ID: 24175681 [TBL] [Abstract][Full Text] [Related]
12. Are some students graded more appropriately than others? Student characteristics as moderators of the relationships between teacher-assigned grades and test scores in mathematics. Westphal A; Lazarides R; Vock M Br J Educ Psychol; 2021 Sep; 91(3):865-881. PubMed ID: 33336390 [TBL] [Abstract][Full Text] [Related]
13. A longitudinal study of students' academic self-concept in a streamed setting: the Singapore context. Liu WC; Wang CK; Parkins EJ Br J Educ Psychol; 2005 Dec; 75(Pt 4):567-86. PubMed ID: 16318679 [TBL] [Abstract][Full Text] [Related]
14. Academic self-concept, learning motivation, and test anxiety of the underestimated student. Urhahne D; Chao SH; Florineth ML; Luttenberger S; Paechter M Br J Educ Psychol; 2011 Mar; 81(Pt 1):161-77. PubMed ID: 21391968 [TBL] [Abstract][Full Text] [Related]
16. Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement. Curci A; Lanciano T; Soleti E Am J Psychol; 2014; 127(4):431-45. PubMed ID: 25603580 [TBL] [Abstract][Full Text] [Related]
17. The Relationship of Emotions and Burnout to Medical Students' Academic Performance. Burr J; Beck Dallaghan GL Teach Learn Med; 2019; 31(5):479-486. PubMed ID: 31116577 [No Abstract] [Full Text] [Related]
18. Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes. Costa A; Faria L Psychol Rep; 2023 Jun; ():332941231183327. PubMed ID: 37300808 [TBL] [Abstract][Full Text] [Related]
19. The reciprocal internal/external frame of reference model using grades and test scores. Möller J; Zimmermann F; Köller O Br J Educ Psychol; 2014 Dec; 84(Pt 4):591-611. PubMed ID: 24953631 [TBL] [Abstract][Full Text] [Related]
20. Examining the accuracy of students' self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study. Sticca F; Goetz T; Bieg M; Hall NC; Eberle F; Haag L PLoS One; 2017; 12(11):e0187367. PubMed ID: 29112979 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]