A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions von Murano, Dana, Sawyer, Jeremy E., Lipnevich, Anastasiya A.

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What students think they feel differs from what they really feel--academic self-concept moderates the discrepancy between students' trait and state emotional self-reports von Bieg, Madeleine, Goetz, Thomas, Lipnevich, Anastasiya A

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Unraveling the Effects of Rubrics and Exemplars on Student Writing Performance von Lipnevich, Anastasiya A., Panadero, Ernesto, Calistro, Terrence

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How Distinctive Are Morningness and Eveningness From the Big Five Factors of Personality? A Meta-Analytic Investigation von Lipnevich, Anastasiya A, Credè, Marcus, Hahn, Elisabeth, Spinath, Frank M, Roberts, Richard D, Preckel, Franzis

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Receptivity to Instructional Feedback: A Validation Study in the Secondary School Context in Singapore von Lipnevich, Anastasiya A., Lopera-Oquendo, Carolina

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Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions von Goetz, Thomas, Bieleke, Maik, Gogol, Katarzyna, van Tartwijk, Jan, Mainhard, Tim, Lipnevich, Anastasiya A., Pekrun, Reinhard

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Should I grade or should I comment: Links among feedback, emotions, and performance von Lipnevich, Anastasiya A., Murano, Dana, Krannich, Maike, Goetz, Thomas

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Beyond the blues: The protective influence of adaptability and well-being on university students' mental health von Zhang, Keshun, Liu, Wenshu, Wang, Zhuo, Goetz, Thomas, Lipnevich, Anastasiya A, Yanagida, Takuya

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The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation Between Students' Perceptions of Teaching and Their Emotions von Goetz, Thomas, Keller, Melanie M, Lüdtke, Oliver, Nett, Ulrike E, Lipnevich, Anastasiya A

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Types of boredom: An experience sampling approach von Goetz, Thomas, Frenzel, Anne C., Hall, Nathan C., Nett, Ulrike E., Pekrun, Reinhard, Lipnevich, Anastasiya A.

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A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions von Lipnevich, Anastasiya A., Panadero, Ernesto

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Development of a measure of receptivity to instructional feedback and examination of its links to personality von Lipnevich, Anastasiya A., Gjicali, Kalina, Asil, Mustafa, Smith, Jeffrey K.

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Student perceptions of assessment feedback: a critical scoping review and call for research von Van der Kleij, Fabienne M., Lipnevich, Anastasiya A.

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Test Boredom: Exploring a Neglected Emotion von Goetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne C., Lipnevich, Anastasiya A., Pekrun, Reinhard

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How "Situational" Is Judgment in Situational Judgment Tests? von Krumm, Stefan, Lievens, Filip, Hüffmeier, Joachim, Lipnevich, Anastasiya A, Bendels, Hanna, Hertel, Guido

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Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation von Preckel, Franzis, Lipnevich, Anastasiya A., Schneider, Sandra, Roberts, Richard D.

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Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains von Goetz, Thomas, Lüdtke, Oliver, Nett, Ulrike E., Keller, Melanie M., Lipnevich, Anastasiya A.

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Measuring social and emotional skills in elementary students: Development of self-report Likert, situational judgment test, and forced choice items von Murano, Dana, Lipnevich, Anastasiya A., Walton, Kate E., Burrus, Jeremy, Way, Jason D., Anguiano-Carrasco, Cristina

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Do Positive Illusions of Control Foster Happiness? von Kaufmann, Martina, Goetz, Thomas, Lipnevich, Anastasiya A, Pekrun, Reinhard

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What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities von Lipnevich, Anastasiya A., Panadero, Ernesto, Gjicali, Kalina, Fraile, Juan

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