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1
Teachers' student-specific self-efficacy in relation to teacher and student variables
Teachers' student-specific self-efficacy in relation to teacher and student variables
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Teachers' student-specific self-efficacy in relation to teacher and student variables

Educational psychology (Dorchester-on-Thames), 2019-01, Vol.39 (1), p.4-18 [Peer Reviewed Journal]

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 0144-3410 ;EISSN: 1469-5820 ;DOI: 10.1080/01443410.2018.1516861

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2
Variables affecting the attitudes of teachers' towards inclusive education in Kosovo
Variables affecting the attitudes of teachers' towards inclusive education in Kosovo
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Variables affecting the attitudes of teachers' towards inclusive education in Kosovo

Cogent education, 2022-12, Vol.9 (1) [Peer Reviewed Journal]

2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2022 ;2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2022.2143629

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3
Affective variables contributing to Indonesian EFL students' willingness to communicate within face-to-face and digital environments
Affective variables contributing to Indonesian EFL students' willingness to communicate within face-to-face and digital environments
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Affective variables contributing to Indonesian EFL students' willingness to communicate within face-to-face and digital environments

Cogent education, 2021-01, Vol.8 (1) [Peer Reviewed Journal]

2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2021 ;2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2021.1911282

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4
Iranian EFL university learners and lecturers' attitude towards translation as a tool in reading comprehension considering background variables of age, major and years of experience
Iranian EFL university learners and lecturers' attitude towards translation as a tool in reading comprehension considering background variables of age, major and years of experience
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Iranian EFL university learners and lecturers' attitude towards translation as a tool in reading comprehension considering background variables of age, major and years of experience

Cogent education, 2020-01, Vol.7 (1) [Peer Reviewed Journal]

2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2020 ;2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2020.1746104

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5
Merit pay, case-by-case: Variables affecting student achievement, teacher retention, and the problem of standardized tests
Merit pay, case-by-case: Variables affecting student achievement, teacher retention, and the problem of standardized tests
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Merit pay, case-by-case: Variables affecting student achievement, teacher retention, and the problem of standardized tests

Cogent education, 2021-01, Vol.8 (1) [Peer Reviewed Journal]

2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2021 ;2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2021.1920560

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6
Exploring core ideas of procedural understanding in scientific inquiry using educational data mining
Exploring core ideas of procedural understanding in scientific inquiry using educational data mining
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Exploring core ideas of procedural understanding in scientific inquiry using educational data mining

Research in science & technological education, 2023-01, Vol.41 (1), p.372-392 [Peer Reviewed Journal]

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0263-5143 ;EISSN: 1470-1138 ;DOI: 10.1080/02635143.2021.1909552

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7
Kindergarten students' levels of understanding some science concepts and scientific inquiry processes according to demographic variables (the sampling of Kilis Province in Turkey)
Kindergarten students' levels of understanding some science concepts and scientific inquiry processes according to demographic variables (the sampling of Kilis Province in Turkey)
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Kindergarten students' levels of understanding some science concepts and scientific inquiry processes according to demographic variables (the sampling of Kilis Province in Turkey)

Cogent education, 2016-01, Vol.3 (1), p.1144246 [Peer Reviewed Journal]

2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license 2016 ;2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2016.1144246

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8
Suppressor Variables: The Difference Between 'is' Versus 'Acting As'
Suppressor Variables: The Difference Between 'is' Versus 'Acting As'
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Suppressor Variables: The Difference Between 'is' Versus 'Acting As'

Journal of statistics education, 2014-01, Vol.22 (2)

Copyright 2014 Larry Ludlow and Kelsey Klein 2014 ;ISSN: 1069-1898 ;EISSN: 1069-1898 ;DOI: 10.1080/10691898.2014.11889703

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9
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
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Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Journal of research on technology in education, 2022, Vol.54 (S1), p.S14-S30 [Peer Reviewed Journal]

2022 The Author(s). Published with license by Taylor & Francis Group, LLC. 2022 ;ISSN: 1539-1523 ;EISSN: 1945-0818 ;DOI: 10.1080/15391523.2021.1891998

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10
Surviving a pandemic - Understanding the role of student stress, personality and coping on course satisfaction and anxiety during lockdown
Surviving a pandemic - Understanding the role of student stress, personality and coping on course satisfaction and anxiety during lockdown
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Surviving a pandemic - Understanding the role of student stress, personality and coping on course satisfaction and anxiety during lockdown

Innovations in education and teaching international, 2023-07, Vol.60 (4), p.463-475 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 1470-3297 ;EISSN: 1470-3300 ;DOI: 10.1080/14703297.2022.2064326

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11
Predictors of students' intrinsic motivation during practical work in physics
Predictors of students' intrinsic motivation during practical work in physics
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Predictors of students' intrinsic motivation during practical work in physics

International journal of science education, 2023-07, Vol.45 (10), p.806-826 [Peer Reviewed Journal]

2023 Charles University. Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2023.2175626

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12
Evaluation of an academic satisfaction model in E-learning education contexts
Evaluation of an academic satisfaction model in E-learning education contexts
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Evaluation of an academic satisfaction model in E-learning education contexts

Interactive learning environments, 2023-10, Vol.31 (7), p.4687-4697 [Peer Reviewed Journal]

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1049-4820 ;EISSN: 1744-5191 ;DOI: 10.1080/10494820.2021.1979047

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13
Assessing Sensitivity to Unmeasured Confounding Using a Simulated Potential Confounder
Assessing Sensitivity to Unmeasured Confounding Using a Simulated Potential Confounder
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Assessing Sensitivity to Unmeasured Confounding Using a Simulated Potential Confounder

Journal of research on educational effectiveness, 2016-07, Vol.9 (3), p.395-420 [Peer Reviewed Journal]

2016 The Author(s). Published with license by Taylor & Francis © 2016 Nicole Bohme Carnegie, Masataka Harada and Jennifer L. Hill 2016 ;ISSN: 1934-5747 ;EISSN: 1934-5739 ;DOI: 10.1080/19345747.2015.1078862

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14
Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis
Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis
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Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis

International journal of inclusive education, 2022-07, Vol.26 (9), p.958-972 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1752826

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15
Teacher job satisfaction: the importance of school working conditions and teacher characteristics
Teacher job satisfaction: the importance of school working conditions and teacher characteristics
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Teacher job satisfaction: the importance of school working conditions and teacher characteristics

Educational review (Birmingham), 2021, Vol.73 (1), p.71-97 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2019.1705247

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16
Examining the theory of challenge and threat states in athletes: do predictions extend to academic performance?
Examining the theory of challenge and threat states in athletes: do predictions extend to academic performance?
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Examining the theory of challenge and threat states in athletes: do predictions extend to academic performance?

Educational psychology (Dorchester-on-Thames), 2022-10, Vol.42 (9), p.1127-1144 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0144-3410 ;EISSN: 1469-5820 ;DOI: 10.1080/01443410.2022.2069229

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17
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
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Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

Scientific studies of reading, 2019-05, Vol.23 (3), p.220-234 [Peer Reviewed Journal]

2018 The Author(s). Published with license by Taylor & Francis Group, LLC. 2018 ;ISSN: 1088-8438 ;EISSN: 1532-799X ;DOI: 10.1080/10888438.2018.1510936

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18
Feeling exhausted and isolated? The connections between university students' remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic
Feeling exhausted and isolated? The connections between university students' remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic
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Feeling exhausted and isolated? The connections between university students' remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic

Educational psychology (Dorchester-on-Thames), 2022-11, Vol.42 (10), p.1241-1262 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0144-3410 ;EISSN: 1469-5820 ;DOI: 10.1080/01443410.2022.2135686

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19
Attitudinal variables affecting education reforms and quality of primary education in Uganda
Attitudinal variables affecting education reforms and quality of primary education in Uganda
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Attitudinal variables affecting education reforms and quality of primary education in Uganda

Cogent education, 2016-01, Vol.3 (1), p.1254359-9 [Peer Reviewed Journal]

2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license 2016 ;2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2016.1254359

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20
Digital education governance: data visualization, predictive analytics, and 'real-time' policy instruments
Digital education governance: data visualization, predictive analytics, and 'real-time' policy instruments
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Digital education governance: data visualization, predictive analytics, and 'real-time' policy instruments

Journal of education policy, 2016-03, Vol.31 (2), p.123-141 [Peer Reviewed Journal]

2015 The Author(s). Published by Taylor & Francis 2015 ;ISSN: 0268-0939 ;EISSN: 1464-5106 ;DOI: 10.1080/02680939.2015.1035758

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