Green Journals

Playful study design and flow: the role of psychological needs and teachers’ autonomy support in a weekly diary study

Delia Vîrgă, Zselyke Pap, Arnold B. Bakker

2026-10-27 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10306-x

School violence as a predictor of attendance, grade repetition, and dropout among Tunisian adolescents: evidence from a nationally representative study

Clifton R. Emery, Antoine Deliege, Jacky Chi Kit Ng et al.

2026-10-26 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10303-0

Correction: Disentangling socioeconomic status effects: how student- and school-level socioeconomic status interact in track recommendations and track transitioning

Ruth Maria Schep, Anne van Leest, Lisette Hornstra

2026-10-26 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10235-9

The association between supportive teacher-student relationships and student’s suicidal ideation and behaviors: A systematic review and meta-analysis

Christina Vesterling, Naska Goagoses, Peter Orzessek et al.

2026-10-26 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10308-9

Likelihood of intervention in cyberbullying among Spanish secondary school teachers: the interactive role of perceived responsibility and emotional intelligence

Jorge Gómez-Hombrados, Rebecca J. Collie, Natalio Extremera

2026-10-23 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10309-8

The use of gender-neutral and gender-fair language in German and mathematics secondary school textbooks

Nadine Cruz Neri

2026-10-22 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10304-z

Shared values and social support as predictors of teachers’ motivation and well-being

Einar M. Skaalvik, Sidsel Skaalvik

2026-10-21 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10310-1

The Illusion of Equality: How Meritocracy Endorsement Reinforces Socioeconomic Disparities in Education

Payton A. Small, Mariam Eshetu, Dimple Kangriwala et al.

2026-10-15 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10296-w

Preschool teachers’ emotions relate to racialized perceptions of Black and White children’s behaviors

Kamilah B. Legette, Elizabeth King

2026-10-14 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10301-2

Classroom peer ecology and relation with study-related wellbeing: a person-centered approach

Jenni Sullanmaa, Sanna Ulmanen, Henrika Anttila et al.

2026-10-9 Vol. 29 Issue 1

DOI: 10.1007/s11218-026-10299-7

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Recent Articles

Playful study design and flow: the role of psychological needs and teachers’ autonomy support in a weekly diary study

School violence as a predictor of attendance, grade repetition, and dropout among Tunisian adolescents: evidence from a nationally representative study

Correction: Disentangling socioeconomic status effects: how student- and school-level socioeconomic status interact in track recommendations and track transitioning

The association between supportive teacher-student relationships and student’s suicidal ideation and behaviors: A systematic review and meta-analysis

Likelihood of intervention in cyberbullying among Spanish secondary school teachers: the interactive role of perceived responsibility and emotional intelligence

The use of gender-neutral and gender-fair language in German and mathematics secondary school textbooks

Shared values and social support as predictors of teachers’ motivation and well-being

The Illusion of Equality: How Meritocracy Endorsement Reinforces Socioeconomic Disparities in Education

Preschool teachers’ emotions relate to racialized perceptions of Black and White children’s behaviors

Classroom peer ecology and relation with study-related wellbeing: a person-centered approach