InstitucionesPeriodo de publicación recogido
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Individually endorsed and socially shared normative beliefs on acculturation: Resources and risk factors for academic and psychosocial adjustment in mid-adolescence
Jürgen Baumert, Malte Jansen, Michael Becker, Marko Neumann, Olaf Köller, Kai Maaz
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 4, 2023, págs. 589-608
Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies
Michael Becker, Aleksander Kocaj, Malte Jansen, Hanna Dumont, Oliver Lüdtke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 177-197
Dimensional comparison effects on (gendered) educational choices
Malte Jansen, Michael Becker, Marko Neumann
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 2, 2021, págs. 330-350
Effects of student composition in school on young adults’ educational pathways
Luise von Keyserlingk, Michael Becker, Malte Jansen, Kai Maaz
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 6, 2020, págs. 1261-1272
Leaving the pond—Choosing an ocean: Effects of student composition on STEM major choices at university
Luise von Keyserlingk, Michael Becker, Malte Jansen, Kai Maaz
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 4, 2020, págs. 751-764
The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
Michael Becker, Nele McElvany
British journal of educational psychology, ISSN 0007-0998, Vol. 88, Nº. 4, 2018, págs. 529-549
Michael Becker, Marko Neumann
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 6, 2018, págs. 882-897
Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling
Hanna Dumont, Paula Protsch, Malte Jansen, Michael Becker
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 6, 2017, págs. 855-870
Franziska Stäbler, Michael Becker, Jürgen Baumert
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 2, 2017, págs. 191-207
Is early ability grouping good for high-achieving students’ psychosocial development?: Effects of the transition into academically selective schools
Michael Becker, Marko Neumann, Julia Tetzner, Susanne Böse, Henrike Knoppick, Kai Maaz, Jürgen Baumert, Rainer Lehmann
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 555-568
Jan Retelsdorf, Michael Becker, Olaf Köller, Jens Möller
British journal of educational psychology, ISSN 0007-0998, Nº. 4, 2012, págs. 647-671
Michael Becker, Oliver Lüdtke, Ulrich Trautwein, Olaf Köller, Jürgen Baumert
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 682-699
Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study
Michael Becker, Nele McElvany, Marthe Kortenbruck
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 4, 2010, págs. 773-785
Subcomponents of writing literacy: diagnosis and didactical support
Joachim Grabowski, Michael Becker, Mathias Knopp, Nicole Nachtwei, Christian Weinzierl, Jörg Jost, Markus Schmidt
Learning to Write Effectively: current Trends in European Research / coord. por Mark Torrance, Denis Alamargot, Montserrat Castelló Badia, Franck Ganier, Otto Kruse, Anne Mangan, Liliana Tolchinsky Landsmann, Luuk van Waes, 2012, ISBN 978-17-80-52929-5, págs. 199-201
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