| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities
|
Sideridis, Georgios D.
|
|
2005
|
43 |
4-5 |
p. 308-328
21 p.
|
artikel
|
| 2 |
Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2
|
Lepola, Janne
|
|
2005
|
43 |
4-5 |
p. 250-271
22 p.
|
artikel
|
| 3 |
Comparison of the effects on writing attitudes and writing self-efficacy of three different training programs in students with learning disabilities
|
García-Sánchez, Jesús-Nicasio
|
|
2005
|
43 |
4-5 |
p. 272-289
18 p.
|
artikel
|
| 4 |
Contributors to the social goals and outcomes of students with ADHD with and without LD
|
Zentall, Sydney S.
|
|
2005
|
43 |
4-5 |
p. 290-307
18 p.
|
artikel
|
| 5 |
Editorial board/Publication information
|
|
|
2005
|
43 |
4-5 |
p. CO2-
1 p.
|
artikel
|
| 6 |
Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children
|
Bouffard, Thérèse
|
|
2005
|
43 |
4-5 |
p. 215-235
21 p.
|
artikel
|
| 7 |
Social, motivational, and emotional aspects of learning disabilities
|
Sideridis, Georgios D.
|
|
2005
|
43 |
4-5 |
p. 209-214
6 p.
|
artikel
|
| 8 |
The interactive effect of test anxiety and learning disabilities among adolescents
|
Lufi, Dubi
|
|
2005
|
43 |
4-5 |
p. 236-249
14 p.
|
artikel
|
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