1. Are theory of mind and bullying separately associated with later academic performance among preadolescents?

   Clemmensen, L., Jepsen, J. R. M., van Os, J., Blijd-Hoogewys, E. M. A., Rimvall, M. K., Olsen, E. M., Rask, C. U., Bartels-Velthuis, A. A., Skovgaard, A. M. & Jeppesen, P., Mar-2020, In : British journal of educational psychology. 90, 1, p. 62-76 15 p.

   Research output: Contribution to journal › Article › Academic › peer-review

2. The longitudinal effects of induction on beginning teachers' stress

   Harmsen, R., Lorenz, M., Maulana, R. & van Veen, K., Jun-2019, In : British journal of educational psychology. 89, 2, p. 259-287 29 p.

   Research output: Contribution to journal › Article › Academic › peer-review

3. The effects of activating prior topic and metacognitive knowledge on text comprehension scores

   Kostons, D. & van der Werf, M., Sep-2015, In : British journal of educational psychology. 85, 3, p. 264-275

   Research output: Contribution to journal › Article › Academic › peer-review

4. Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

   Timmermans, A. C., Kuyper, H. & van der Werf, G., Dec-2015, In : British journal of educational psychology. 85, 4, p. 459-478 20 p.

   Research output: Contribution to journal › Article › Academic › peer-review

5. Adolescents' school-related self-concept mediates motor skills and psychosocial well-being

   Viholainen, H., Aro, T., Purtsi, J., Tolvanen, A. & Cantell, M., Jun-2014, In : British journal of educational psychology. 84, 2, p. 268-280 13 p.

   Research output: Contribution to journal › Article › Academic › peer-review

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