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Factors that influence PhD candidates’ success: the importance of PhD project characteristics

Staying BRiTE in the Dutch teacher education context

First-year academic achievement: The role of academic self-efficacy, self-regulated learning and beyond classroom engagement

Identifying Potential Secondary School Teachers among Science University Students: A Latent Profile Analysis

Perceived classroom goal structures as predictors of students’ personal goals

Results PhD Supervisor Survey 2018

The relationships between school belonging and students' motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review

Under pressure? Primary school teachers' perceptions of their pedagogical practices

Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation

‘When They Struggle, I Cannot Sleep Well Either’: Perceptions and Interactions Surrounding University Student and Teacher Well-Being

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