Year |
Citation |
Score |
2019 |
Altermatt ER. Academic Support From Peers as a Predictor of Academic Self-Efficacy Among College Students: Journal of College Student Retention: Research, Theory and Practice. 21: 21-37. DOI: 10.1177/1521025116686588 |
0.434 |
|
2017 |
Altermatt ER. Grade-Level Declines in Perceived Academic Support From Peers A Moderated Mediation Analysis Journal of Early Adolescence. 37: 760-773. DOI: 10.1177/0272431615624568 |
0.544 |
|
2017 |
Altermatt ER. Academic competence perceptions moderate the effects of peer support following academic success disclosures Social Development. 26: 921-936. DOI: 10.1111/Sode.12235 |
0.597 |
|
2015 |
Altermatt ER. Predicting day-to-day changes in students school-related affect from daily academic experiences and social interactions Journal of Experimental Education. 83: 218-235. DOI: 10.1080/00220973.2014.938855 |
0.553 |
|
2015 |
Altermatt ER, Painter JK. I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures Sex Roles. DOI: 10.1007/S11199-015-0549-Y |
0.546 |
|
2011 |
Altermatt ER, Ivers IE. Friends' responses to children's disclosure of an achievement-related success: An observational study Merrill-Palmer Quarterly. 57: 429-454. DOI: 10.1353/Mpq.2011.0018 |
0.556 |
|
2011 |
Altermatt ER. Capitalizing on academic success: Students' interactions with friends as predictors of school adjustment Journal of Early Adolescence. 31: 174-203. DOI: 10.1177/0272431610379414 |
0.633 |
|
2009 |
Altermatt ER, Broady EF. Coping with achievement-related failure: An examination of conversations between friends Merrill-Palmer Quarterly. 55: 454-487. DOI: 10.1353/Mpq.0.0037 |
0.465 |
|
2007 |
Altermatt ER. Coping with academic failure: Gender differences in students' self-reported interactions with family members and friends Journal of Early Adolescence. 27: 479-508. DOI: 10.1177/0272431607302938 |
0.427 |
|
2006 |
Altermatt ER, Kenney-Benson G. Friends' influence on school adjustment: A review of three perspectives Trends in Educational Psychology. 137-153. |
0.539 |
|
2005 |
Altermatt ER, Pomerantz EM. The implications of having high-achieving versus low-achieving friends: A longitudinal analysis Social Development. 14: 61-81. DOI: 10.1111/J.1467-9507.2005.00291.X |
0.659 |
|
2003 |
Altermatt ER, Pomerantz EM. The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends Journal of Educational Psychology. 95: 111-123. DOI: 10.1037/0022-0663.95.1.111 |
0.681 |
|
2002 |
Altermatt ER, Pomerantz EM, Ruble DN, Frey KS, Greulich FK. Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates. Developmental Psychology. 38: 903-17. PMID 12428703 DOI: 10.1037/0012-1649.38.6.903 |
0.651 |
|
2002 |
Pomerantz EM, Altermatt ER, Saxon JL. Making the grade but feeling distressed: Gender differences in academic performance and internal distress Journal of Educational Psychology. 94: 396-404. DOI: 10.1037/0022-0663.94.2.396 |
0.407 |
|
1998 |
Altermatt ER, Jovanovic J, Perry M. Bias or Responsivity? Sex and Achievement-Level Effects on Teachers' Classroom Questioning Practices Journal of Educational Psychology. 90: 516-527. DOI: 10.1037/0022-0663.90.3.516 |
0.375 |
|
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