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Refinado por: Nome da Publicação: British Journal Of Educational Psychology remover assunto: Writing remover Psychology remover
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1
Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing
Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing
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Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing

Kim, Young‐Suk Grace

British journal of educational psychology, 2020-12, Vol.90 (4), p.910-932 [Periódico revisado por pares]

England: Wiley

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2
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models
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Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models

Teng, Mark Feng ; Zhang, Lawrence Jun

British journal of educational psychology, 2021-12, Vol.91 (4), p.1202-1230 [Periódico revisado por pares]

England: Wiley

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3
Creative expressiveness in childhood writing predicts educational achievement beyond motivation and intelligence: A longitudinal, genetically informed study
Creative expressiveness in childhood writing predicts educational achievement beyond motivation and intelligence: A longitudinal, genetically informed study
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Creative expressiveness in childhood writing predicts educational achievement beyond motivation and intelligence: A longitudinal, genetically informed study

Toivainen, Teemu ; Madrid‐Valero, Juan J ; Chapman, Robert ; McMillan, Andrew ; Oliver, Bonamy R. ; Kovas, Yulia

British journal of educational psychology, 2021-12, Vol.91 (4), p.1395-1413 [Periódico revisado por pares]

England: Wiley

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4
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
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Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study

Camacho, Ana ; Alves, Rui A. ; De Smedt, Fien ; Van Keer, Hilde ; Boscolo, Pietro

British journal of educational psychology, 2021-12, Vol.91 (4), p.1456-1480 [Periódico revisado por pares]

Leicester: Wiley

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5
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder
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Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder

Lawrence, David ; Houghton, Stephen ; Dawson, Vaille ; Sawyer, Michael ; Carroll, Annemaree

British journal of educational psychology, 2021-06, Vol.91 (2), p.755-774 [Periódico revisado por pares]

England: Wiley

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6
Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school
Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school
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Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school

Zumbrunn, Sharon ; Broda, Michael ; Varier, Divya ; Conklin, Sarah

British journal of educational psychology, 2020-09, Vol.90 (3), p.580-603 [Periódico revisado por pares]

England: Wiley

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7
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
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The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance

Cheong, Choo Mui ; Zhu, Xinhua ; Liu, Yaping

British journal of educational psychology, 2022-12, Vol.92 (4), p.1256-1277 [Periódico revisado por pares]

England: Wiley

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8
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
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Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children

Guay, Frédéric ; Chanal, Julien ; Ratelle, Catherine F. ; Marsh, Herbert W. ; Larose, Simon ; Boivin, Michel

British journal of educational psychology, 2010-12, Vol.80 (4), p.711-735 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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9
Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis
Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis
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Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

Vieira, Ana Isabel ; Magalhães, Sofia ; Limpo, Teresa

British journal of educational psychology, 2023-06, Vol.93 (2), p.482-499 [Periódico revisado por pares]

England: Wiley

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10
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
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Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays

Bråten, Ivar ; Ferguson, Leila E. ; Strømsø, Helge I. ; Anmarkrud, Øistein

British journal of educational psychology, 2014-03, Vol.84 (1), p.58-85 [Periódico revisado por pares]

Leicester: Blackwell Publishing Ltd

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