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Items: 1 to 20 of 113

1.

Academic and emotional functioning in middle school: the role of implicit theories.

Romero C, Master A, Paunesku D, Dweck CS, Gross JJ.

Emotion. 2014 Apr;14(2):227-34. doi: 10.1037/a0035490.

PMID:
24512251
2.

[Role of the implicit theories of intelligence in learning situations].

Da Fonseca D, Cury F, Bailly D, Rufo M.

Encephale. 2004 Sep-Oct;30(5):456-63. Review. French.

PMID:
15627050
3.

[Predictive factors of depression in adolescents at school: the role of implicit theories of intelligence].

Da Fonseca D, Cury F, Rufo M, Poinso F.

Encephale. 2007 Oct;33(5):791-7. French.

PMID:
18357850
4.
6.
7.

Black adolescents' relationships with natural mentors: associations with academic engagement via social and emotional development.

Hurd NM, Sellers RM.

Cultur Divers Ethnic Minor Psychol. 2013 Jan;19(1):76-85. doi: 10.1037/a0031095.

PMID:
23356358
8.

Academic confessions of high school students: an analysis of adolescents' developmental concerns.

Sandler AD, Hooper SR, Scarborough AA.

Percept Mot Skills. 1993 Dec;77(3 Pt 1):1052-4.

PMID:
8284140
9.

Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment.

Strøm IF, Thoresen S, Wentzel-Larsen T, Dyb G.

Child Abuse Negl. 2013 Apr;37(4):243-51. doi: 10.1016/j.chiabu.2012.10.010.

PMID:
23298822
10.

Relating emotional intelligence to social competence and academic achievement in high school students.

Gil-Olarte Márquez P, Palomera Martín R, Brackett MA.

Psicothema. 2006;18 Suppl:118-23.

PMID:
17295968
11.

Coping with negative emotions: connections with adolescents' academic performance and stress.

Arsenio WF, Loria S.

J Genet Psychol. 2014 Jan-Apr;175(1-2):76-90.

PMID:
24796156
12.

Emotional intelligence and social and academic adaptation to school.

Mestre JM, Guil R, Lopes PN, Salovey P, Gil-Olarte P.

Psicothema. 2006;18 Suppl:112-7.

PMID:
17295967
13.

Implicit theories of emotion: affective and social outcomes across a major life transition.

Tamir M, John OP, Srivastava S, Gross JJ.

J Pers Soc Psychol. 2007 Apr;92(4):731-44.

PMID:
17469955
14.

The upward spiral of adolescents' positive school experiences and happiness: investigating reciprocal effects over time.

Stiglbauer B, Gnambs T, Gamsjäger M, Batinic B.

J Sch Psychol. 2013 Apr;51(2):231-42. doi: 10.1016/j.jsp.2012.12.002.

PMID:
23481087
15.

Does neighborhood belonging matter? Examining school and neighborhood belonging as protective factors for Latino adolescents.

Maurizi LK, Ceballo R, Epstein-Ngo Q, Cortina KS.

Am J Orthopsychiatry. 2013 Apr-Jul;83(2 Pt 3):323-34. doi: 10.1111/ajop.12017.

16.

Coping with examinations: exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.

Doron J, Stephan Y, Boiché J, Le Scanff C.

Br J Educ Psychol. 2009 Sep;79(Pt 3):515-28. doi: 10.1348/978185409X402580.

PMID:
19187577
17.

Out-of-school settings as a developmental context for children and youth.

Vandell DL, Pierce KM, Dadisman K.

Adv Child Dev Behav. 2005;33:43-77.

PMID:
16101114
18.

Implicit theories of intelligence, perceived academic competence, and school achievement: testing alternative models.

Gonida E, Kiosseoglou G, Leondari A.

Am J Psychol. 2006 Summer;119(2):223-38.

PMID:
16841779
19.

Emotional intelligence and perceived stress.

Naidoo S, Pau A.

SADJ. 2008 Apr;63(3):148-51.

PMID:
18689346
20.

Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

Suldo SM, Shaunessy E, Thalji A, Michalowski J, Shaffer E.

Adolescence. 2009 Winter;44(176):925-48.

PMID:
20432608

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