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Refinado por: assunto: Psychology remover
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Job demands and job resources as predictors of teacher motivation and well-being
Job demands and job resources as predictors of teacher motivation and well-being
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Job demands and job resources as predictors of teacher motivation and well-being

Skaalvik, Einar M. ; Skaalvik, Sidsel

Social psychology of education, 2018-11, Vol.21 (5), p.1251-1275 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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2
“It Defines Who I Am” or “It’s Something I Have”: What Language Do [Autistic] Australian Adults [on the Autism Spectrum] Prefer?
“It Defines Who I Am” or “It’s Something I Have”: What Language Do [Autistic] Australian Adults [on the Autism Spectrum] Prefer?
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“It Defines Who I Am” or “It’s Something I Have”: What Language Do [Autistic] Australian Adults [on the Autism Spectrum] Prefer?

Bury, Simon M. ; Jellett, Rachel ; Spoor, Jennifer R. ; Hedley, Darren

Journal of autism and developmental disorders, 2023-02, Vol.53 (2), p.677-687 [Periódico revisado por pares]

New York: Springer US

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3
Early Language Experience in a Tseltal Mayan Village
Early Language Experience in a Tseltal Mayan Village
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Early Language Experience in a Tseltal Mayan Village

Casillas, Marisa ; Brown, Penelope ; Levinson, Stephen C.

Child development, 2020-09, Vol.91 (5), p.1819-1835 [Periódico revisado por pares]

United States: Wiley

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4
Making the future together: Shaping autism research through meaningful participation
Making the future together: Shaping autism research through meaningful participation
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Making the future together: Shaping autism research through meaningful participation

Fletcher-Watson, Sue ; Adams, Jon ; Brook, Kabie ; Charman, Tony ; Crane, Laura ; Cusack, James ; Leekam, Susan ; Milton, Damian ; Parr, Jeremy R ; Pellicano, Elizabeth

Autism : the international journal of research and practice, 2019-05, Vol.23 (4), p.943-953 [Periódico revisado por pares]

London, England: SAGE Publications

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5
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
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Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Pekrun, Reinhard ; Lichtenfeld, Stephanie ; Marsh, Herbert W. ; Murayama, Kou ; Goetz, Thomas

Child development, 2017-09, Vol.88 (5), p.1653-1670 [Periódico revisado por pares]

United States: Wiley for the Society for Research in Child Development

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6
Which terms should be used to describe autism? Perspectives from the UK autism community
Which terms should be used to describe autism? Perspectives from the UK autism community
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Which terms should be used to describe autism? Perspectives from the UK autism community

Kenny, Lorcan ; Hattersley, Caroline ; Molins, Bonnie ; Buckley, Carole ; Povey, Carol ; Pellicano, Elizabeth

Autism : the international journal of research and practice, 2016-05, Vol.20 (4), p.442-462 [Periódico revisado por pares]

London, England: SAGE Publications

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7
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
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Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

Taylor, Rebecca D. ; Oberle, Eva ; Durlak, Joseph A. ; Weissberg, Roger P.

Child development, 2017-07, Vol.88 (4), p.1156-1171 [Periódico revisado por pares]

United States: Wiley for the Society for Research in Child Development

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8
Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology

Bishop, Dorothy V.M. ; Snowling, Margaret J. ; Thompson, Paul A. ; Greenhalgh, Trisha ; Adams, Catherine ; Archibald, Lisa ; Baird, Gillian ; Bauer, Ann ; Bellair, Jude ; Boyle, Christopher ; Brownlie, Elizabeth ; Carter, Glenn ; Clark, Becky ; Clegg, Judy ; Cohen, Nancy ; Conti‐Ramsden, Gina ; Dockrell, Julie ; Dunn, Janet ; Ebbels, Susan ; Gallagher, Aoife ; Gibbs, Simon ; Gore‐Langton, Emma ; Grist, Mandy ; Hartshorne, Mary ; Hüneke, Alison ; Joanisse, Marc ; Kedge, Sally ; Klee, Thomas ; Krishnan, Saloni ; Lascelles, Linda ; Law, James ; Leonard, Laurence ; Lynham, Stephanie ; Arnold, Elina Mainela ; Mathura, Narad ; McCartney, Elspeth ; McKean, Cristina ; McNeill, Brigid ; Morgan, Angela ; Murphy, Carol‐Anne ; Norbury, Courtenay ; O'Hare, Anne ; Cardy, Janis Oram ; O'Toole, Ciara ; Paul, Rhea ; Purdy, Suzanne ; Redmond, Sean ; Restrepo, Laida ; Rice, Mabel ; Slonims, Vicky ; Snow, Pamela ; Speake, Jane ; Spencer, Sarah ; Stringer, Helen ; Tager‐Flusberg, Helen ; Tannock, Rosemary ; Taylor, Cate ; Tomblin, Bruce ; Volden, Joanne ; Westerveld, Marleen ; house, Andrew

Journal of child psychology and psychiatry, 2017-10, Vol.58 (10), p.1068-1080 [Periódico revisado por pares]

England: Wiley-Blackwell

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9
Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
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Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

Howe, Christine ; Hennessy, Sara ; Mercer, Neil ; Vrikki, Maria ; Wheatley, Lisa

The Journal of the learning sciences, 2019-10, Vol.28 (4-5), p.462-512 [Periódico revisado por pares]

Philadelphia: Routledge

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10
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
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Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice

Reeve, Johnmarshall ; Cheon, Sung Hyeon

Educational psychologist, 2021, Vol.56 (1), p.54-77 [Periódico revisado por pares]

Philadelphia: Routledge

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