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.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

130 related articles for article (PubMed ID: 25374547)

  • 1. 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]  

  • 2. 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]  

  • 3. 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]  

  • 4. Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction.
    Goetz T; Pekrun R; Hall N; Haag L
    Br J Educ Psychol; 2006 Jun; 76(Pt 2):289-308. PubMed ID: 16719965
    [TBL] [Abstract][Full Text] [Related]  

  • 5. 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]  

  • 6. 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]  

  • 7. Connection between academic emotions in situ and retention in the physics track: applying experience sampling method.
    Lehtamo S; Juuti K; Inkinen J; Lavonen J
    Int J STEM Educ; 2018; 5(1):25. PubMed ID: 30631715
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Chinese students' filial piety beliefs and procrastination in mathematics learning: The mediating role of academic emotions.
    Guo M; Cao Y; Hu X
    Front Psychol; 2023; 14():1050259. PubMed ID: 36949916
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?
    Yu J; Huang C; Han Z; He T; Li M
    Int J Environ Res Public Health; 2020 Mar; 17(7):. PubMed ID: 32235547
    [TBL] [Abstract][Full Text] [Related]  

  • 10. A well-slept teacher is a better teacher: A multi-respondent experience-sampling study on sleep, stress, and emotional transmission in the classroom.
    Poon CY; Hui VK; Yuen GW; Kwong VW; Chan CS
    Psych J; 2019 Sep; 8(3):280-292. PubMed ID: 30983162
    [TBL] [Abstract][Full Text] [Related]  

  • 11. 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]  

  • 12. Impact of information literacy, self-directed learning skills, and academic emotions on high school students' online learning engagement: A structural equation modeling analysis.
    Li H; Zhu S; Wu D; Yang HH; Guo Q
    Educ Inf Technol (Dordr); 2023 Mar; ():1-20. PubMed ID: 37361741
    [TBL] [Abstract][Full Text] [Related]  

  • 13. The Correspondence Between Students' and Teachers' Views on Teachers' Emotional Scaffolding Strategies in English Classes in Iran.
    Shahidzade F; Fazilatfar AM; Razmi MH
    Front Psychol; 2022; 13():874747. PubMed ID: 35837617
    [TBL] [Abstract][Full Text] [Related]  

  • 14. 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]  

  • 15. Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter?
    Schweder S; Raufelder D
    J Adolesc; 2019 Jun; 73():73-84. PubMed ID: 31035209
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Adolescents' academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.
    Strasser K; Arias P; Alessandri F; Turner P; Villarroel T; Aldunate CP; Montt ME
    Sch Psychol; 2023 Mar; 38(2):88-99. PubMed ID: 36521128
    [TBL] [Abstract][Full Text] [Related]  

  • 17. The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school.
    Hirvonen R; Putwain DW; Määttä S; Ahonen T; Kiuru N
    Br J Educ Psychol; 2020 Dec; 90(4):948-963. PubMed ID: 31876959
    [TBL] [Abstract][Full Text] [Related]  

  • 18. School-based interventions for reducing disciplinary school exclusion: a systematic review.
    Valdebenito S; Eisner M; Farrington DP; Ttofi MM; Sutherland A
    Campbell Syst Rev; 2018; 14(1):i-216. PubMed ID: 37131379
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula.
    Domina T; Penner AM; Penner EK; Conley A
    Teach Coll Rec (1970); 2014 Aug; 116(8):1-32. PubMed ID: 26120219
    [TBL] [Abstract][Full Text] [Related]  

  • 20. "Have to do" or "willing to do": Examining the relationship between self-control and academic emotions using experience sampling method.
    Liu ZJ; Hu J; Tian Y; Xi YT
    Heliyon; 2023 Oct; 9(10):e20598. PubMed ID: 37817993
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 7.