Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Besi, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320.https://doi.org/10.1007/s10212-020-00523-z 
LibreCat: /record/37455
DOI: 10.1007/s10212-020-00523-z

Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., &; Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164.https://doi.org/10.1007/s10212-021-00571-z 
LibreCat: /record/48732
DOI: 10.1007/s10212-021-00571-z

Drossel, K., Eickelmann, B., van Ophuysen, S., &; Bos, W. (2019). Why teachers cooperate: an expectancy-value model of teacher cooperation. European Journal of Psychology of Education, 34(1), 187–208.https://doi.org/10.1007/s10212-018-0368-y 
LibreCat: /record/27815
DOI: 10.1007/s10212-018-0368-y