Anastasiya Lipnevich
Anastasiya Lipnevich
Queens College and the Graduate Center, CUNY
Verified email at - Homepage
Cited by
Cited by
Types of boredom: An experience sampling approach
T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich
Motivation and Emotion 38, 401-419, 2014
Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation
F Preckel, AA Lipnevich, S Schneider, RD Roberts
Learning and Individual Differences 21 (5), 483-492, 2011
Effects of differential feedback on students’ examination performance.
AA Lipnevich, JK Smith
Journal of Experimental Psychology: Applied 15 (4), 319, 2009
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains
T Goetz, O Lüdtke, UE Nett, MM Keller, AA Lipnevich
Contemporary educational psychology 38 (4), 383-394, 2013
“I really need feedback to learn:” students’ perspectives on the effectiveness of the differential feedback messages
AA Lipnevich, JK Smith
Educational Assessment, Evaluation and Accountability 21, 347-367, 2009
Morningness‐eveningness and educational outcomes: The lark has an advantage over the owl at high school
F Preckel, AA Lipnevich, K Boehme, L Brandner, K Georgi, T Könen, ...
British Journal of Educational Psychology 83 (1), 114-134, 2013
Personality, motivation, and college readiness: A prospectus for assessment and development
PC Kyllonen, AA Lipnevich, J Burrus, RD Roberts
ETS Research Report Series 2014 (1), 1-48, 2014
Mathematics attitudes and mathematics outcomes of US and Belarusian middle school students.
AA Lipnevich, C MacCann, S Krumm, J Burrus, RD Roberts
Journal of educational psychology 103 (1), 105, 2011
Response to assessment feedback: The effects of grades, praise, and source of information
AA Lipnevich, JK Smith
ETS Research Report Series 2008 (1), i-57, 2008
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
AA Lipnevich, LN McCallen, KP Miles, JK Smith
Instructional Science 42, 539-559, 2014
A meta-analytic review of preschool social and emotional learning interventions
D Murano, JE Sawyer, AA Lipnevich
Review of Educational Research 90 (2), 227-263, 2020
Toward a model of student response to feedback
AA Lipnevich, DAG Berg, JK Smith
Handbook of human and social conditions in assessment, 169-185, 2016
How “situational” is judgment in situational judgment tests?
S Krumm, F Lievens, J Hüffmeier, AA Lipnevich, H Bendels, G Hertel
Journal of Applied Psychology 100 (2), 399, 2015
Noncognitive skills in education: Emerging research and applications in a variety of international contexts
AA Lipnevich, RD Roberts
Learning and Individual Differences 22 (2), 173-177, 2012
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality
AA Lipnevich, F Preckel, S Krumm
Learning and Individual Differences 47, 70-79, 2016
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
M Bieg, T Goetz, AA Lipnevich
PloS one 9 (3), e92563, 2014
The best years of our lives? Coping with stress predicts school grades, life satisfaction, and feelings about high school
C MacCann, AA Lipnevich, J Burrus, RD Roberts
Learning and Individual Differences 22 (2), 235-241, 2012
A review of feedback models and typologies: Towards an integrative model of feedback elements
E Panadero, AA Lipnevich
Educational Research Review 35, 100416, 2022
How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation.
AA Lipnevich, M Credè, E Hahn, FM Spinath, RD Roberts, F Preckel
Journal of Personality and Social Psychology 112 (3), 491, 2017
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions
T Goetz, M Bieleke, K Gogol, J van Tartwijk, T Mainhard, AA Lipnevich, ...
Learning and Instruction 71, 101349, 2021
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