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Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing
by
Zhang, Meng
,
He, Qiaoling
,
Du, Jianxia
,
Liu, Fangtong
,
Huang, Bosu
Published in
Frontiers in psychology
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Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups
by
Liu, Fangtong
,
Du, Jianxia
,
Zhou, Danny Quan
,
Huang, Bosu
Published in
Assessing writing
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Emotion regulation, homework completion, and math achievement: Testing models of reciprocal effects
by
Xu, Jianzhong
,
Du, Jianxia
,
Liu, Fangtong
,
Huang, Bosu
Published in
Contemporary educational psychology
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Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis
by
Xu, Jianzhong
,
Du, Jianxia
,
Wang, Chuang
,
Liu, Fangtong
,
Huang, Bosu
,
Zhang, Meng
,
Xie, Jianling
Published in
Learning and motivation
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Factors Influence Kindergarten Teachers’ Emotion Management in Information Technology: A Multilevel Analysis
by
Du, Jianxia
,
Xu, Jianzhong
,
Liu, Fangtong
,
Huang, Bosu
,
Li, Zihao
Published in
The Asia-Pacific education researcher
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Assessing Writing
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Academic Achievement
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Age Differences
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Chinese Kindergarten Teachers
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Classroom Environment
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Cognitive Reappraisal
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Education
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