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  • Aar_et_al-2019-Mind,_Brain,_and_Education What Characterizes
  • Academic-engagement--A-diary-study-on-the-mediat_2020_Learning-and-Individua
  • Alexander-2019-British_Journal_of_Educational_Psychology
  • A-person-centered-approach-to-examining-high-school-s_2020_Contemporary-Educ
  • A-qualitative-examination-of-critical-feedback-proc_2020_Contemporary-Educat
  • Are perceived school climate dimensions predictive of students’ engagement
  • Arens_et_al-2019-British_Journal_of_Educational_Psychology
  • Atteveldt_et_al-2019-Mind,_Brain,_and_Education
  • Baier_et_al-2019-British_Journal_of_Educational_Psychology What makes a good teacher
  • Basic psychological needs and school engagement a focus on justice and agency
  • College-students--regulation-of-cognition--motivation-_2020_Learning-and-Ind
  • Confused--now-what--A-Cognitive-Emotional-Strategy-Train_2020_Contemporary-E
  • Control-value-theory-and-enjoyment-of-science--A-cross_2020_Learning-and-Ind
  • Development-of-academic-language-comprehension-of-Ge_2020_Contemporary-Educa
  • Does-reading-medium-affect-processing-and-integration-o_2020_Contemporary-Ed
  • Editorial-Board_2020_Learning-and-Individual-Differences
  • Engagement-profiles-of-elementary-students-i_2020_Contemporary-Educational-P
  • Epistemic-change-and-diverging-information--How-do-prio_2020_Learning-and-In
  • Fostering-integration-of-informational-texts-and-vi_2020_Contemporary-Educat
  • Integrating-the-concepts-self-efficacy-and-motivation-regu_2020_Learning-and
  • Intellectual-humility-predicts-mastery-behavi_2020_Learning-and-Individual-D
  • Is-academic-diligence-domain-specific-or-domain-general--_2020_Learning-and-
  • Motivating-gifted-and-non-gifted-students-in-regular-_2020_Learning-and-Indi
  • Patterns-of-heterogeneity-in-kindergarten-children-s-ex_2020_Learning-and-In
  • PISA2018
  • School-environments-predict-Hispanic-children-s-physical_2020_Learning-and-I
  • School-social-organization-influences-adolescents--cognit_2020_Learning-and-
  • Student-hand-raising-as-an-indicator-of-behavioral-e_2020_Contemporary-Educa
  • Supporting-self-efficacy-beliefs-and-interest-as-educati_2020_Learning-and-I
  • Symptoms-of-psychological-ill-being-and-school-dropout-i_2020_Learning-and-I
  • Taking-the-relational-structure-of-fractions-seriously--_2020_Contemporary-E
  • TEACHERS 2030
  • The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of NeuromythsMcMahon_et_al-2019-Mind,_Brain,_and_Education
  • The role of neighbourhood greenspace in children's spatial working memory
  • The-dynamics-of-motivation--emotion--and-task-perfo_2020_Learning-and-Indivi
  • The-link-between-auditory-temporal-processing-and-knowl_2020_Learning-and-In
  • The-relationship-between-cognitive-skills-and-reading-com_2020_Learning-and-
  • The-role-of-numerical-and-non-numerical-ordering-abil_2020_Contemporary-Educ
  • The-transmission-of-values-from-math-teachers-to-their-n_2020_Contemporary-E
  • Unravelling-the-interplay-of-sources-of-self-efficacy-in-n_2020_Contemporary
  • What-metaphors-of-learning-can--and-cannot--tell_2020_Learning-and-Individua
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授课老师
王智弘
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