British Journal of Educational Psychology

Article	Citations
Mind, brain and education—Neuromechanisms during child development	100
	70
“Teacher, forgive me, I forgot to do it!” The impact of children's prospective memory on teachers' evaluation of academic performance	63
Antecedents of university students' self‐leadership: The roles of teacher developmental feedback and student proactive vitality management	50
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance	48
‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors	42
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West	38
What individual, family, and school factors influence the identification of special educational needs in Wales?	38
Are curiosity and situational interest different? Exploring distinct antecedents and consequences	38
The secret language of peers: How peer behaviours signal mindset and influence classroom experiences	36
The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children	36
Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy	34
When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions	32
Educational experiences of young people with ADHD in the UK : Secondary analysis of qualitative da	32
Issue Information	31
	30
Issue Information	29
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective	28
Error climate and alienation from teachers: A longitudinal analysis in primary school	27
This is the way: Network perspective on targets for spatial ability development programmes	26
Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change	25
Pupillometric and blink measures of diverse task loads: Implications for working memory models	25
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study	24
Issue Information	23
On the influence of social norms on individual achievement goals	22

Editorial Acknowledgement	22
Issue Information	22
Children's anxiety, academic self‐efficacy, and intergenerational transmission of worries regarding the transition to middle school	22
Seeking effective school and family supports for adolescents' curiosity in learning: A cross‐country comparison among China, the USA and Finland	21
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction	21
Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective	21
Re‐examining cognitive load measures in real‐world learning: Evidence from both subjective and neurophysiological data	21
Developmental links between well‐being, self‐concept and prosocial behaviour in early primary school	20
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years	20
Perceived peer support, motivational self‐regulation and academic achievement in adolescents	20
Interest and effort in learning and performance	19
Boarding versus day‐students: A mixed‐methods analysis of sleep and its relationship with psychological distress	19
A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies	18
The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement	18
Contrasting stances at the crossroads of debugging learning opportunities	18
Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities	18
Issue Information	18
A mode comparison study about the effect of tracing on children's poem learning in actual classroom contexts	18
What counts as STEM , and does it matter?	17
Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States	17
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement	17
The essential role of peer relationships in students' motivation during adolescence	17
Metacognitive prompts and numerical ordinality in solving word problems: An eye‐tracking study	16
Longitudinal trajectories of parent–teacher communication during elementary school: Investigating child academic skills, school enjoyment and self‐perceived ability	16
Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school students	16
Perceived teacher unfairness and students' school‐based adjustment: Exploring the mediating role of self‐handicapping and the moderating role of social support	15
Attention to text in video predicts young children's orthographic knowledge	15
A reciprocal association between interpersonal relationship quality and student's positive affect: A three‐wave random intercept cross‐lagged study in a Chinese primary mathematics learning context	15
Issue Information	15
Issue Information	15
Flipping a simulation before instruction can improve students' learning, interest and perceived competence	15
Unpacking the relation between morphological awareness and reading comprehension in Chinese children	14
Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation	14
Socio‐economic status, mastery‐approach goals and learning‐related outcomes: Mediation and moderation	14
Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis	14
Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students	14
Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship	14
The relation between trait flow and engagement, understanding, and grades in undergraduate lectures	14
Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiety	13
The relationship between trait‐ and state‐math anxiety and math engagement: The role of math learning context and task difficulty	13
The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts	13
Motivating tones to enhance education: The effects of vocal awareness on teachers' voices	13
Groups, goals, and growth: How peer acceptance shapes student development in co‐curricular activities	12
Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis	12
Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders?	12
More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China	12
How is teaching quality related to achievement emotions in secondary low‐ and high‐achieving students: A cross‐sectional study in Chinese mathematics classrooms	12
The unrecognized potential of potential‐based achievement goals	12
Gender differences in effects of learning self‐efficacy on learning burnout among higher vocational college students in China	12
The impact of school exclusion in childhood on health and well‐being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting	12

Do you prefer to collaborate with students pursuing the same goals? – A network analysis of physical education classes	12
Academic language use in middle school informational writing	11
Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa	11
‘She didn't know how to go back’: School attendance problems in the context of the COVID‐19 pandemic—A multiple stakeholder qualitative study with parents and professionals	11
Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationship	11
Social media interference among college students: The role of social achievement goals and fear of missing out	11
The path of promoting adolescents' physical exercise: Based on the control‐value theory of achievement emotions	11
‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID ‐19 in En	11
Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes	11
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias	11
Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs	11
Teacher and student mindsets in the classroom: Multilevel links with emotional support, achievement and anxiety	11
To disclose or not to disclose: Peer influence and psychological factors in students' use of generative artificial intelligence	11
	11
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate	11
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components	11
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers	10
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project	10
The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue	10
Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students	10
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources	10
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia	10
Is inclusive education for children with special educational needs and disabilities an impossible dream?	10
Discussion of the special issue on cognitive load theory	10
Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation	10
Associations between sleep, reading, and mathematics in Taiwanese children	10
Parent–teacher relationship and students' learning engagement in China: A longitudinal study considering urban–suburban differences	10
Teachers' motivational prosody: A pre‐registered experimental test of children's reactions to tone of voice used by teachers	9
Issue Information	9
Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK	9
Is procrastination among students lower in group work? Evidence from a registered field experiment	9
The impact of relative age effects on psychosocial development: A systematic review	9
Variation in teachers' daily situational motivation across professional activities	9
Biophysiological stress markers relate differently to grit and school engagement among lower‐ and higher‐track secondary school students	9
Comparisons of creativity performance and learning effects through digital game‐based creativity learning between elementary school children in rural and urban areas	9
Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid‐19?	9
	9
Unveiling situation‐specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis	9
Issue Information	8
Does working memory moderate the effect of fading on math performance?	8
The relation of spatial skills, spatial memory span, and two anxiety types with statistics anxiety in European and North American University students	8
Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non‐immigrant children	8
Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non‐immigrant students	8
Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school	8
Developmental trajectories of school‐beginners' ability self‐concept, intrinsic value and performance in mathematics	8
Effects of social mistreatment, academic alienation, and developmental challenge on university students' well‐being through coping strategies: A longitudinal study	8
The effectiveness of a principle‐based professional development programme in promoting teachers' high‐level talk in primary mathematics classrooms	8
Psychological well‐being, resilience, self‐determination and grit: The ‘novelty’ role in physical education classes	8
Mitigating the seductive details effect by topic and irrelevance signals	8
Are teachers' and students' emotions reciprocally transmitted in the classroom?	7
Bridging teacher motivation and instruction: Relevance of student‐oriented goals for teaching alongside personal achievement goals and self‐efficacy	7
Issue Information	7
School climate, school identification and student outcomes: A longitudinal investigation of student well‐being	7
Whatever will bore, will bore: The mere anticipation of boredom exacerbates its occurrence in lectures	7
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality	7
Verbalized arithmetic principles correlate with mathematics achievement	7
Learning from errors and failure in educational contexts	7
Differential effects of digital mindfulness‐based interventions on creative potential and responsibility among middle school students	7
Examining students' current academic motivation in relation to peer interactions and social environment in the classroom using the Experience Sampling Method	7
Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions	7
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load	7
Digital interventions to support morality: A scoping review	7
Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis	7
The 43rd Vernon‐Wall Lecture: What working relationally brings to problem‐solving	7
A large‐scale study on the prevalence of math anxiety in Qatar	7
Responsible school leadership and teachers' emotional exhaustion: The moderated mediation role of work meaningfulness and proactive personality	7
The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success	7
Issue Information	7
Vocabulary knowledge is key to understanding and addressing disparities in higher education	6
The situatedness of instructional quality—How situated are college students' ratings?	6
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review	6
Gender differences in computation strategies: Evidence across adolescent and adult samples	6
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure	6
The development of number line accuracy in elementary school children: A cross‐country longitudinal study	6
Learning flow in educational contexts: A meta‐analysis of its antecedents and outcomes	6
Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task: A multimodal data approach	6
Issue Information	6
Using a volitional help sheet to increase university students' attendance at synchronous online lectures: A randomized controlled trial	6
Technology‐supported cooperative learning as a universal mental health intervention in middle and high school	6
Co‐developmental trajectories of parental involvement: Relations to academic achievement and externalizing and internalizing problems among Chinese elementary schoolchildren	6

Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement	6
	6
Increasing the realism of on‐screen embodied instructors creates more looking but less learning	6
Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1	5
Linking school‐ and classroom‐level characteristics to child adjustment: A representative study of children from Hong Kong, China	5
Physical activity predicts task‐related behaviour, affect and tiredness in the primary school classroom: A within‐person	5
When closeness is effortful: Teachers' physiological activation undermines positive effects of their closeness on student emotions	5
Mapping the emotional landscape of teaching and learning	5
Using machine learning to predict UK and Japanese secondary students' life satisfaction in PISA 20	5
Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school	5
Mothers' and fathers' views on the importance of play for their children's development: Gender differences, academic activities, and the parental role	5
Developing and validating a university needs instrument to measure the psychosocial needs of university students	5
Peer relationships and student motivation: Discussion of methodological approaches	5
Beyond intelligence: Exploring the role of growth mindsets in the domain of social–emotional skills	5
Understanding effort regulation: Comparing ‘Pomodoro’ breaks and self‐regulated breaks	5
The role of parenting‐ and employment‐related variables on fathers' involvement in their children's education	5
Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences	5
Teachers' behaviour and children's academic achievement: Evidence of gene–environment interactions	5
Professor Peter Tomlinson 1941–2024	5
Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency	4
Emotional involvement matters, too: Associations among parental involvement, time management and academic engagement vary with Youth's developmental phase	4
The advantages of deliberate errors in promoting college students' memory retention and transfer	4
	4
Reducing gender differences in student motivational‐affective factors: A meta‐analysis of school‐based interventions	4
Feeling better now? Being defended diminishes daily mood problems and self‐blame in victims of bullying	4
Ability grouping in German secondary schools: The effect of non‐academic track schools on the development of Math competencies	4
Visual attention and role recognition in bullying vignettes in preadolescents and adults	4
Introducing the Socio‐Emotional School Experiences Adaptation ( SESEA ) model: A theoretical integration of emotions, social relationships and the ex	4
Designing novel activities before instruction: Use of contrasting cases and a rich dataset	4
Study longer or study effectively? Better study strategies can compensate for less study time and predict goal achievement and lower negative affect	4
The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis	4
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions	4
Neural and behavioural correlates of adolescents changing academic self‐concept	4
Revisiting the academic self‐concept transcultural measurement model: The case of Spain and China	4
	4
Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study	4
Inaugural editorial: Updates and future directions	4
Mastery‐approach and performance‐approach goals predict distinct outcomes during personal academic goal pursuit	4
Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators	4
Does teacher support predict students' growth mindset? A random intercept cross‐lagged panel model	4
Trajectories of second language student classroom engagement: Profiles and correlates	4
Dynamic friendship processes related to learning interest: Moderating by class‐level social–emotional competency	4