‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career researchers on learning analytics by Jenna Mittelmeier, Rebecca L. Edwards, Sarah K. Davis, Quan Nguyen, Victoria L. Murphy, Leonie Brummer, Bart Rienties

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The construction and validation of a new scale for measuring features of constructivist learning environments in higher education by Dorit Alt

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Bullying and Belonging: Teachers’ Reports of School Aggression by Sian Emily Jones, Antony S.R. Manstead, Andrew G Livingstone

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It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk by Raija Hämäläinen, Bram De Wever, Teija Waaramaa, Anne-Maria Laukkanen, Joni Lämsä

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Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS) by Robert M. Klassen, Sündüs Yerdelen, Tracy L Durksen

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Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design by Julia Moeller, Jaana Viljaranta, Bärbel Kracke, Julia Dietrich

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Aligning with complexity: system-theoretical principles for research on differentiated instruction by Wouter Smets, Katrien Struyven

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Revisiting learning in higher education—Framing notions redefined through an ecological perspective by Crina I. Damsa, Alfredo Jornet

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Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning by Stijn Van Laer, Jan Elen

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Unfolding perspectives on networked professional learning: Exploring ties and time by Maarten De Laat, Jan-Willem Strijbos

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The curriculum question in doctoral education by Gabriela González-Ocampo, Margaret Kiley, Amélia Lopes, Janice Malcolm, Isabel Menezes, Ricardo Morais, Viivi Virtanen

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Moral Emotions and Moral Motivation Beyond Childhood: discussion to the special issue by Gertrud Nunner-Winkler, Beate Sodian

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The How of Survey Self-report: VAS-Likert-Slide-Swipe... Same difference? by Luke K. Fryer, Kaori Nakao

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Opening the black box of students’ text-learning processes: A process mining perspective by Amélie Rogiers, Emmelien Merchie, Hilde Van Keer

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Commentary: Expanding conceptualizations for the study of learning: Implications for theory and research by Jessica M. McKeown, Cindy E. Hmelo-Silver

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Strategies for promoting autonomous reading motivation: A multiple case study research in primary education by Jessie De Naeghel, Hilde Van Keer, Ruben Vanderlinde

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What do students think about differentiation and within-class achievement grouping? by Emilie Prast, Kim Stroet, Arnout Koornneef, Tom Wilderjans

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Exploring differences in psychological well-being and self-regulated learning in university student success by Sarah K. Davis, Allyson F. Hadwin

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Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience... by Tobias Kärner, Detlef Sembill, Christian Aßmann, Edgar Friederichs, Claus H. Carstensen

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Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices. by Aloysius C. Anyichie, Deborah L. Butler, Nancy E. Perry, Samson M. Nashon

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