2015

 
  • Berger, J.-L., & Girardet, C. (2015). The determinants of VET educators’ occupational choice. Education+Training, 57(1), 108-126.
  • Berger, J.-L., Girardet, C., Vaudroz, C., & Aprea, C. (2015). How motivation shapes teaching style during teacher education. AERA Conference Proceedings.
  • Chatzistamatiou, M., Dermitzaki, I., Efklides, A., & Leondari, A. (2015). Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology, 35(7), 835-850. DOI: 10.1080/01443410.2013.822960 http://www.tandfonline.com/doi/full/10.1080/01443410.2013.822960
  • Flanagan, M., Putwain, D.W. & Caltabiona, M. (2015). The relationship between goal setting and student’ experience of academic test anxiety. International Journal of School and Educational Psychology, 3(3), 189-201.doi: 10.1080/21683603.2015.1060910 http://www.tandfonline.com/doi/abs/10.1080/21683603.2015.1060910
  • Fokkens-Bruinsma, M., Canrinus, E.T., Korpershoek, H., & Doolaard, S. (2015). Motivatie om leraar te worden: Validering van het FIT-Choice instrument voor de Nederlandse context [Motivation to become a teacher: Validation of the FIT-Choice instrument for the Dutch context]. Pedagogische Studien, 92, 324-343.
  • Foutsitzi, E., Papantoniou, G., Moraitou, D., & Dermitzaki, I. (2015) Questionnaires for teachers by Grigorenko, Sternberg, and Strauss: Psychometric properties of the hellenic version [in greek, english abstract]. Hellenic Journal of Psychology, 12 (3), 205-236. http://www.pseve.org/journal/Articlesview.asp?key=203
  • Garrett, L., Rubie-Davies, C. M., Alansari, M., Peterson, E. R., Flint, A., McDonald, L., & Watson, P. (2015). ‘Missing out’?  The potential consequences of inaccurate teacher expectations on young gifted readers’ achievement outcomes. APEX, 19, (1) http://www.giftedchildren.org.nz/apex/v19no1.php.
  • Girardet, C., Berger, J.-L., & Vaudroz, C. (2015). Shifts in teacher motivation over the first year of teacher education. AERA Conference Proceedings. https://www.researchgate.net/publication/279498207_Shifts_in_Teacher_Motivation_over_the_First_Year_of_Teacher_Education
  • Hirvonen, R., Poikkeus, A.-M., Pakarinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2015). Identifying Finnish children’s impulsivity trajectories from Kindergarten to Grade 4: Associations with academic and socioemotional development. Early Education and Development, 26(5-6), 615-644. DOI: 10.1080/10409289.2015.1012190
  • Høgheim, S., & Reber, R. (2015). Supporting interest of middle school students in mathematics through context personalization and example choice. Contemporary Educational Psychology, 42(0), 17-25. doi:http://dx.doi.org/10.1016/j.cedpsych.2015.03.006
  • Järvelä, S. & Hadwin, A. (2015). Examining the emergence and outcomes of regulation in CSCL. Computers in Human Behavior, 52, 559-561.
  • Järvenoja, H., Järvelä, S. & Malmberg, J. (2015). Understanding the process of motivational, emotional and cognitive regulation in learning situations. Educational Psychologist, 50(3), 204-219.
  • Jogi, A.-L.*, Kikas, E., Lerkkanen, M.-K., & Mägi, K. (2015). Cross-lagged relations between math-related interest, performance goals, and skills in groups of children with different general abilities. Learning and Individual Differences, 39, 105-113.
  • Kiuru, N., Nurmi, J.-E., Leskinen, E., Torppa, M., Poikkeus, A.-M., Lerkkanen, M.-K., & Niemi, P. (2015). Elementary school teachers adapt their instructional support according to students’ academic skills: A variable and person-oriented approach. International Journal of Behavioral Development, 39 (5), 391-401. doi:10.1177/0165025415575764
  • Korpershoek, H. (2015). An investigation of the reliability and validity of the Utrecht-Management of Identity Commitments Scale adapted to measure students’ identity formation processes at their university. Pensamiento Educativo. Revista De InvestigacióN Educacional Latinoamericana, 52 (2), 79-97. doi:10.7764/PEL.52.2.2015.17
  • Korpershoek, H., Kuyper, H., & van der Werf, M.P.C. (2015). Differences in students’ school motivation: A latent class modelling approach. Social Psychology of Education, 18, 137-163. doi:10.1007/s11218-014-9274-6
  • Korpershoek, H., Xu, J.K., Mok, M.M.C., McInerney, M.D., & Van der Werf, M.P.C. (2015). Testing the multidimensionality of the Inventory of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16, 41-59.
  • Kurki, K., Järvelä, S., Mykkänen, A., Määttä, E. (2015). Investigating children’s emotion regulation in socio-emotionally challenging classroom situations. Early Child Development and Care. DOI:1080/03004430.2014.988710
  • Li, Z. & Rubie-Davies, C. M. (2015). Teacher expectation effects in the college foreign language classroom. In C. M. Rubie-Davies, J. M. Stephens, & P. W. St J. Watson (Eds.) Routledge international handbook of social psychology of the classroom (pp. 327-336). London, UK: Routledge.
  • Määttä, E., Järvelä, S., & Perry, N. (2015). Personal and contextual contributors to young children’s activity-based perceived self-efficacy. Scandinavian Journal of Educational Research, 1–18. DOI:10.1080/00313831.2015.102416
  • Madjar, N., & Cohen-Malayev, M., (2015). Perceived school climate across the transition from elementary to middle school. School Psychology Quarterly, ahead-of-print, DOI: 10.1037/spq0000129 Link: http://psycnet.apa.org/psycinfo/2015-47622-001/
  • Makara, K. A., & Madjar, N. (2015). The role of goal structures and peer climate in trajectories of social achievement goals during high school. Developmental Psychology, 51, 473-488. Link: http://psycnet.apa.org/journals/dev/51/4/473/
  • Malmberg, J., Järvelä, S., Järvenoja, H. & Panadero, E. (2015). Socially shared regulation of learning in CSCL: Patterns of socially shared regulation of learning between high – and low performing student groups. Computers in Human Behavior, 52, 562-572. DOI:10.1016/j.chb.2015.03.082
  • Metsäpelto, R.-L., Pakarinen, E., Kiuru, N., Poikkeus, A.-M., Lerkkanen, M.-K., & Nurmi, J.-E. (2015). Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up. Journal of Educational Psychology 1(107), 246-257.
  • Mykkänen, A., Perry, N., & Järvelä, S. (2015). Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning. Education 3-13, 1-16. DOI:10.1080/03004279.2015.1025802
  • Nicholson, L.J., & Putwain, D.W. (2015). Facilitating re-engagement in learning: A disengaged student perspective. Psychology of Education Review, 39(2), 37-41. http://shop.bps.org.uk/publications/publication-by-series/the-psychology-of-education-review-vol-39-no-2-autumn-2015.html
  • Nolen, S. B., Horn, I. S., & Ward, C. J. (2015). Situating motivation. Educational Psychologist, 50(3), 234-247. doi:10.1080/00461520.2015.1075399
  • Putwain, D.W., Chamberlain, S., Daly, T., & Saddredini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85(3), 247‒263. doi: 10.1111/bjep.12068 http://onlinelibrary.wiley.com/doi/10.1111/bjep.12068/abstract
  • Putwain, D.W., Remedios, R., & Symes, W. (2015). Fear appeals used prior high-stakes examinations: Why are they appraised as threatening and do they impact on subjective task value? Learning and Instruction, 40(1), 21–28. doi: 10.1016/j.learninstruc.2015.07.007 http://www.sciencedirect.com/science/article/pii/S0959475215300219
  • Rosenthal, R., & Rubie-Davies, C. M. (2015). How I spent my last 50-year vacation: Bob Rosenthal’s lifetime of research into interpersonal expectancy effects. In C. M. Rubie-Davies, J. M. Stephens, & P. W. St J. Watson (Eds.) Routledge international handbook of social psychology of the classroom (pp. 285-295). London, UK: Routledge.
  • Rubie-Davies, C. M. (2015). Becoming a high expectation teacher: Raising the Bar. London: Routledge.
  • Rubie-Davies, C. M. (2015). Creating a Classroom Community: Beliefs and Practices of High Expectation Teachers. In R. M. Gillies (Ed.) Collaborative learning: Developments in research and practice. New York, NY: Nova Publishers.
  • Rubie-Davies, C. M. (2015). Expecting more: Teacher differences as moderators of expectancy effects. In C. M. Rubie-Davies, J. M. Stephens, & P. W. St J. Watson (Eds.) Routledge international handbook of social psychology of the classroom (pp. 316-326). London, UK: Routledge.
  • Rubie-Davies, C. M. (2015). Teaching relationships: Broadening understandings through the social psychology of the classroom. Knowledge Cultures, 3, 155–171.
  • Rubie-Davies, C. M., McDonald, L. G., & Flint, A. (2015). Planning with high expectations. In D. Fraser and M. F. Hill (Eds.). The professional practice of teaching (5th). Australia: Cengage Learning.
  • Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72–85 doi: 10.1016/j.cedpsych.2014.03.003
  • Rubie-Davies, C. M., Stephens, J. M., & Watson, P. W. StJ. (Eds.) (2015). The Routledge international handbook of social psychology of the classroom. London: Routledge.
  • Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97-119. DOI: 10.1080/00461520.2015.1038540
  • Stroet, K., Opdenakker, M.-C., Minnaert, A. (2015). Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education: An International Journal, 18 (3), 585-613. DOI: 10.1007/s11218-015-9290-1
  • Stroet, K., Opdenakker, M.-C., Minnaert, A. (2015). What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology, 42, 129–140. doi:10.1016/j.cedpsych.2015.06.002
  • Symes, W., Putwain D.W., & Remedios, R. (2015). Academic buoyancy and the appraisal of fear appeals, used prior to a high-stakes examination, as threatening or challenging. School Psychology International, 36(6), 605–619.doi: 10.1177/0143034315610622 http://spi.sagepub.com/content/36/6/605.short
  • Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50, 55–69. doi: 10.1007/s40841-015-0004-1
  • Vaudroz, C., Berger, J.-L., & Girardet, C. (2015). The role of teaching experience and prior education in teachers’ self-efficacy and general pedagogical knowledge at the onset of teacher education. International Journal of Learning, Teaching and Educational Research, 13(2), 168- http://www.ijlter.org/index.php/ijlter/article/view/430
  • Virtanen, T.*, Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2015). Student engagement and school burnout in Finnish junior high schools: Latent profile analysis. Educational Psychology, 35(8), 963-983, DOI: 10.1080/01443410.2013.822961.
  • von der Embse, N.P., & Putwain, D.W. (2015). Examining the Context of Instruction to Facilitate Student Success. School Psychology International 36(6), 552–558.doi: 10.1177/0143034315612144 http://spi.sagepub.com/content/36/6/552.abstract
  • Widdowson, D. A., Dixon, R. S. Peterson, E. R., Rubie-Davies, C. M., and Irving S. E. (2015). Why go to school? Student, parent and teacher beliefs about the purposes of school. Asia Pacific Journal of Education, 35, 471–484. doi: 1080/02188791.2013.876973
  • Αndressa, H., Mavrikaki, E., & Dermitzaki, I. (2015). Adaptation of the Students’ Motivation Towards Science Learning (SMTSL) Questionnaire to measure Greek Students’ Motivation towards Biology Learning. International Journal of Biology Education, 4(2), 78-93. http://dergipark.ulakbim.gov.tr/ijobed/article/view/5000163650

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