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1
What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach
What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach
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What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach

Psychology learning and teaching, 2022-07, Vol.21 (2), p.126-137 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221091512

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2
Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators
Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators
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Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Psychology Learning & Teaching, 2022-03, Vol.21 (1), p.3-18 [Peer Reviewed Journal]

The Author(s) 2021 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257211032486

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3
Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
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Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?

Psychology learning and teaching, 2023-03, Vol.22 (1), p.20-38 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221113942

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4
Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme
Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme
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Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme

Psychology learning and teaching, 2022-07, Vol.21 (2), p.162-181 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;ISSN: 2057-3022 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221093490

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5
Refuting Misconceptions in an Introductory Psychology Course for Preservice Teachers
Refuting Misconceptions in an Introductory Psychology Course for Preservice Teachers
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Refuting Misconceptions in an Introductory Psychology Course for Preservice Teachers

Psychology learning and teaching, 2022-09, Vol.21 (3), p.210-234 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221117833

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6
Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?
Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?
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Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?

Psychology learning and teaching, 2021-03, Vol.20 (1), p.21-39 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/1475725720973494

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7
Exploring the use of Online Simulations in Teaching Dialogue Skills
Exploring the use of Online Simulations in Teaching Dialogue Skills
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Exploring the use of Online Simulations in Teaching Dialogue Skills

Psychology learning and teaching, 2023-03, Vol.22 (1), p.55-73 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221138936

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8
Effects of Temporary Mark Withholding on Academic Performance
Effects of Temporary Mark Withholding on Academic Performance
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Effects of Temporary Mark Withholding on Academic Performance

Psychology learning and teaching, 2021-11, Vol.20 (3), p.405-419 [Peer Reviewed Journal]

The Author(s) 2021 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725721999958

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9
Teaching Good Research Practices: Protocol of a Research Master Course
Teaching Good Research Practices: Protocol of a Research Master Course
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Teaching Good Research Practices: Protocol of a Research Master Course

Psychology learning and teaching, 2020-03, Vol.19 (1), p.46-59 [Peer Reviewed Journal]

The Author(s) 2019 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725719858807

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10
The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes
The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes
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The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes

Psychology learning and teaching, 2022-03, Vol.21 (1), p.57-72 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 1475-7257 ;ISSN: 2057-3022 ;EISSN: 2057-3022 ;DOI: 10.1177/1475725720979460

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11
Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online
Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online
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Studying and Learning Psychology During the COVID-19 Pandemic: A Mixed-Methods Approach on Students’ Perspectives of Psychological Well-being and Adjustment to Studying Online

Psychology learning and teaching, 2023-07, Vol.22 (2), p.137-158 [Peer Reviewed Journal]

The Author(s) 2023 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257231169938

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12
Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?
Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?
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Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School?

Psychology learning and teaching, 2021-11, Vol.20 (3), p.348-363 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725720965002

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13
Online Study-Aids to Stimulate Effective Learning in an Undergraduate Psychological Assessment Course
Online Study-Aids to Stimulate Effective Learning in an Undergraduate Psychological Assessment Course
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Online Study-Aids to Stimulate Effective Learning in an Undergraduate Psychological Assessment Course

Psychology learning and teaching, 2021-07, Vol.20 (2), p.236-249 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725720964761

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14
Examining Skills and Abilities During the Pandemic – Psychology Students’ and Examiners’ Perceptions of a Digital OSCE
Examining Skills and Abilities During the Pandemic – Psychology Students’ and Examiners’ Perceptions of a Digital OSCE
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Examining Skills and Abilities During the Pandemic – Psychology Students’ and Examiners’ Perceptions of a Digital OSCE

Psychology learning and teaching, 2022-09, Vol.21 (3), p.278-295 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221114038

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15
Combine Statistical Thinking With Open Scientific Practice: A Protocol of a Bayesian Research Project
Combine Statistical Thinking With Open Scientific Practice: A Protocol of a Bayesian Research Project
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Combine Statistical Thinking With Open Scientific Practice: A Protocol of a Bayesian Research Project

Psychology learning and teaching, 2022-07, Vol.21 (2), p.138-150 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1475-7257 ;EISSN: 2057-3022 ;DOI: 10.1177/14757257221077307

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16
Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers
Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers
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Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers

Psychology learning and teaching, 2020-07, Vol.19 (2), p.161-183 [Peer Reviewed Journal]

The Author(s) 2019 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725719868410

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17
Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections
Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections
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Article 		Add to My Research

Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections

Psychology learning and teaching, 2021-07, Vol.20 (2), p.279-293 [Peer Reviewed Journal]

The Author(s) 2020 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725720973517

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18
Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives
Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives
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Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives

Psychology learning and teaching, 2019-11, Vol.18 (3), p.290-304 [Peer Reviewed Journal]

The Author(s) 2019 ;ISSN: 1475-7257 ;EISSN: 1475-7257 ;DOI: 10.1177/1475725719859707

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