BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

142 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]  

  • 10. Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects.
    Pekrun R; Lichtenfeld S; Marsh HW; Murayama K; Goetz T
    Child Dev; 2017 Sep; 88(5):1653-1670. PubMed ID: 28176309
    [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]  

  • 15. Transition to middle school: Self-concept changes.
    Onetti W; Fernández-García JC; Castillo-Rodríguez A
    PLoS One; 2019; 14(2):e0212640. PubMed ID: 30785933
    [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]
    of 8.