| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement goals for teaching as predictors of students' perceptions of instructional practices and students' help seeking and cheating
|
Butler, Ruth
|
|
2008
|
|
5 |
p. 453-467
15 p.
|
artikel
|
| 2 |
Advantages of studying processes in educational research
|
Schmitz, Bernhard
|
|
2006
|
|
5 |
p. 433-449
17 p.
|
artikel
|
| 3 |
Basic needs and the development of interest and intrinsic motivational orientations
|
Krapp, Andreas
|
|
2005
|
|
5 |
p. 381-395
15 p.
|
artikel
|
| 4 |
Charting the course for the teaching profession: The energizing and sustaining role of motivational forces
|
Alexander, Patricia A.
|
|
2008
|
|
5 |
p. 483-491
9 p.
|
artikel
|
| 5 |
Cognitive ability and personality variables as predictors of school grades and test scores in adolescents
|
Hofer, Manfred
|
|
2012
|
|
5 |
p. 368-375
8 p.
|
artikel
|
| 6 |
Cognitive load in interactive knowledge construction
|
Verhoeven, Ludo
|
|
2009
|
|
5 |
p. 369-375
7 p.
|
artikel
|
| 7 |
Comparing two types of model progression in an inquiry learning environment with modelling facilities
|
Mulder, Yvonne G.
|
|
2011
|
|
5 |
p. 614-624
11 p.
|
artikel
|
| 8 |
Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making
|
Moreno, Roxana
|
|
2009
|
|
5 |
p. 433-444
12 p.
|
artikel
|
| 9 |
Cueing complex animations: Does direction of attention foster learning processes?
|
Lowe, Richard
|
|
2011
|
|
5 |
p. 650-663
14 p.
|
artikel
|
| 10 |
Developing and evaluating a strategy for learning from animations
|
Kombartzky, Uwe
|
|
2010
|
|
5 |
p. 424-433
10 p.
|
artikel
|
| 11 |
Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?
|
Hannon, Brenda
|
|
2012
|
|
5 |
p. 299-310
12 p.
|
artikel
|
| 12 |
Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement
|
Nie, Youyan
|
|
2010
|
|
5 |
p. 411-423
13 p.
|
artikel
|
| 13 |
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety
|
Assor, Avi
|
|
2005
|
|
5 |
p. 397-413
17 p.
|
artikel
|
| 14 |
Does the modality principle for multimedia learning apply to science classrooms?
|
Harskamp, Egbert G.
|
|
2007
|
|
5 |
p. 465-477
13 p.
|
artikel
|
| 15 |
Does what we feel affect what we learn? Some answers and new questions
|
Sansone, Carol
|
|
2005
|
|
5 |
p. 507-515
9 p.
|
artikel
|
| 16 |
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
|
Berthold, Kirsten
|
|
2007
|
|
5 |
p. 564-577
14 p.
|
artikel
|
| 17 |
EARLI Association News, Summer 2011
|
|
|
2011
|
|
5 |
p. I-VI
nvt p.
|
artikel
|
| 18 |
Editorial Board
|
|
|
2003
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 19 |
Editorial Board
|
|
|
2004
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 20 |
Editorial board/Publication information
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|
|
2008
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 21 |
Editorial board/Publication information
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|
2007
|
|
5 |
p. IFC-
1 p.
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artikel
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| 22 |
Editorial board/Publication information
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|
|
2010
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 23 |
Editorial board/Publication information
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|
2006
|
|
5 |
p. CO2-
1 p.
|
artikel
|
| 24 |
Editorial board/Publication information
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|
|
2009
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 25 |
Editorial board/Publication information
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|
2011
|
|
5 |
p. IFC-
1 p.
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artikel
|
| 26 |
Editorial board/Publication information
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|
|
2012
|
|
5 |
p. IFC-
1 p.
|
artikel
|
| 27 |
Effective classroom management and the development of subject-related interest
|
Kunter, Mareike
|
|
2007
|
|
5 |
p. 494-509
16 p.
|
artikel
|
| 28 |
Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes
|
van den Boom, Gerard
|
|
2007
|
|
5 |
p. 532-548
17 p.
|
artikel
|
| 29 |
Effects of instructional aids on the acquisition of dynamic decision-making skills
|
Frederiksen, Christian
|
|
2011
|
|
5 |
p. 601-613
13 p.
|
artikel
|
| 30 |
Effects of mood on students' metacognitive experiences
|
Efklides, Anastasia
|
|
2005
|
|
5 |
p. 415-431
17 p.
|
artikel
|
| 31 |
Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning
|
Amadieu, Franck
|
|
2009
|
|
5 |
p. 376-386
11 p.
|
artikel
|
| 32 |
Effects of problem-based learning: a meta-analysis
|
Dochy, Filip
|
|
2003
|
|
5 |
p. 533-568
36 p.
|
artikel
|
| 33 |
Emotional experiences during learning: Multiple, situated and dynamic
|
Efklides, Anastasia
|
|
2005
|
|
5 |
p. 377-380
4 p.
|
artikel
|
| 34 |
Explorations in bilingual instructional interaction: a sociocultural perspective on literacy
|
Bagga-Gupta, Sangeeta
|
|
2002
|
|
5 |
p. 557-587
31 p.
|
artikel
|
| 35 |
Explorations of relationships among learners, tasks, and learning
|
Goldman, Susan R.
|
|
2009
|
|
5 |
p. 451-454
4 p.
|
artikel
|
| 36 |
Extending the conceptual change approach to mathematics learning and teaching
|
Vosniadou, Stella
|
|
2004
|
|
5 |
p. 445-451
7 p.
|
artikel
|
| 37 |
Fostering argument justification using collaboration scripts and content schemes
|
Kopp, Birgitta
|
|
2011
|
|
5 |
p. 636-649
14 p.
|
artikel
|
| 38 |
Group work in elementary science: Towards organisational principles for supporting pupil learning
|
Howe, Christine
|
|
2007
|
|
5 |
p. 549-563
15 p.
|
artikel
|
| 39 |
How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach
|
Järvenoja, Hanna
|
|
2005
|
|
5 |
p. 465-480
16 p.
|
artikel
|
| 40 |
IFC - Editorial Board
|
|
|
2005
|
|
5 |
p. CO2-
1 p.
|
artikel
|
| 41 |
Improving the efficiency of dialogue in tutoring
|
Kopp, Kristopher J.
|
|
2012
|
|
5 |
p. 320-330
11 p.
|
artikel
|
| 42 |
Informal workplace learning: An exploration of age differences in learning competence
|
Schulz, Melanie
|
|
2010
|
|
5 |
p. 383-399
17 p.
|
artikel
|
| 43 |
Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency
|
Rasch, Thorsten
|
|
2009
|
|
5 |
p. 411-422
12 p.
|
artikel
|
| 44 |
Knowledge elaboration: A cognitive load perspective
|
Kalyuga, Slava
|
|
2009
|
|
5 |
p. 402-410
9 p.
|
artikel
|
| 45 |
Learning in a sheltered Internet environment: The use of WebQuests
|
Segers, Eliane
|
|
2009
|
|
5 |
p. 423-432
10 p.
|
artikel
|
| 46 |
Learning in formal and informal contexts: conceptions and strategies of Aboriginal and Torres Strait Islander university students 1 This research was funded in 1997–1999 by an Australian Research Council Large Grant. 1
|
Boulton-Lewis, Gillian M
|
|
2000
|
|
5 |
p. 393-414
22 p.
|
artikel
|
| 47 |
Learning styles in secondary vocational education: disciplinary differences
|
Slaats, Angelique
|
|
1999
|
|
5 |
p. 475-492
18 p.
|
artikel
|
| 48 |
Making sense of Physics in the first year of study
|
Booth, Shirley
|
|
2002
|
|
5 |
p. 493-507
15 p.
|
artikel
|
| 49 |
Making sense of the minus sign or becoming flexible in ‘negativity’
|
Vlassis, Joëlle
|
|
2004
|
|
5 |
p. 469-484
16 p.
|
artikel
|
| 50 |
Managing cognitive load during document-based learning
|
Rouet, Jean-François
|
|
2009
|
|
5 |
p. 445-450
6 p.
|
artikel
|
| 51 |
Mediated activity in the primary classroom: girls, boys and computers
|
Fitzpatrick, Helen
|
|
2000
|
|
5 |
p. 431-446
16 p.
|
artikel
|
| 52 |
Motivation for teaching
|
Watt, Helen M.G.
|
|
2008
|
|
5 |
p. 405-407
3 p.
|
artikel
|
| 53 |
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
|
Watt, Helen M.G.
|
|
2008
|
|
5 |
p. 408-428
21 p.
|
artikel
|
| 54 |
Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget
|
Shayer, Michael
|
|
2003
|
|
5 |
p. 465-485
21 p.
|
artikel
|
| 55 |
Number concept and conceptual change: towards a systemic model of the processes of change
|
Merenluoto, Kaarina
|
|
2004
|
|
5 |
p. 519-534
16 p.
|
artikel
|
| 56 |
Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons
|
Radford, Julie
|
|
2011
|
|
5 |
p. 625-635
11 p.
|
artikel
|
| 57 |
Origin, direction and impact of emotions in social online learning
|
Wosnitza, Marold
|
|
2005
|
|
5 |
p. 449-464
16 p.
|
artikel
|
| 58 |
Patterns of participation and discourse in elementary students’ computer-supported collaborative learning
|
Lipponen, Lasse
|
|
2003
|
|
5 |
p. 487-509
23 p.
|
artikel
|
| 59 |
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms
|
Frenzel, Anne C.
|
|
2007
|
|
5 |
p. 478-493
16 p.
|
artikel
|
| 60 |
Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States
|
Maggioni, Liliana
|
|
2006
|
|
5 |
p. 467-491
25 p.
|
artikel
|
| 61 |
Performance of the cognitive holding power questionnaire in schools
|
Stevenson, John
|
|
1998
|
|
5 |
p. 393-410
18 p.
|
artikel
|
| 62 |
Persuasion online or on paper: a new take on an old issue
|
Murphy, P.K
|
|
2003
|
|
5 |
p. 511-532
22 p.
|
artikel
|
| 63 |
Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality
|
Sälzer, Christine
|
|
2012
|
|
5 |
p. 311-319
9 p.
|
artikel
|
| 64 |
Prediction of students' argumentation skills about controversial topics by epistemological understanding
|
Mason, Lucia
|
|
2006
|
|
5 |
p. 492-509
18 p.
|
artikel
|
| 65 |
Predictive and concurrent relations between literacy skills in Grades 1 and 3: A longitudinal study of Italian children
|
Desimoni, Marta
|
|
2012
|
|
5 |
p. 340-353
14 p.
|
artikel
|
| 66 |
Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge
|
Kramarski, Bracha
|
|
2010
|
|
5 |
p. 434-447
14 p.
|
artikel
|
| 67 |
Processing demands of reading comprehension tests in young readers
|
Kendeou, Panayiota
|
|
2012
|
|
5 |
p. 354-367
14 p.
|
artikel
|
| 68 |
Professional commitment and health among teachers in Germany: A typological approach
|
Kieschke, Ulf
|
|
2008
|
|
5 |
p. 429-437
9 p.
|
artikel
|
| 69 |
Progress and open problems in educational emotion research
|
Pekrun, Reinhard
|
|
2005
|
|
5 |
p. 497-506
10 p.
|
artikel
|
| 70 |
Promoting students' emotions and achievement – Instructional design and evaluation of the ECOLE-approach
|
Gläser-Zikuda, Michaela
|
|
2005
|
|
5 |
p. 481-495
15 p.
|
artikel
|
| 71 |
Qualitatively different experiences of learning mathematics at university
|
Crawford, Kathryn
|
|
1998
|
|
5 |
p. 455-468
14 p.
|
artikel
|
| 72 |
Remedying secondary school students’ illusion of linearity: a teaching experiment aiming at conceptual change
|
Van Dooren, Wim
|
|
2004
|
|
5 |
p. 485-501
17 p.
|
artikel
|
| 73 |
Social and personal aspects of self knowledge: a balance of individuality and belonging
|
Bornholt, L.J
|
|
2000
|
|
5 |
p. 415-429
15 p.
|
artikel
|
| 74 |
Spelling development: Fine-tuning strategy-use and capitalising on the connections between words
|
Devonshire, Victoria
|
|
2010
|
|
5 |
p. 361-371
11 p.
|
artikel
|
| 75 |
Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors
|
De Wever, Bram
|
|
2010
|
|
5 |
p. 349-360
12 p.
|
artikel
|
| 76 |
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
|
Kunter, Mareike
|
|
2008
|
|
5 |
p. 468-482
15 p.
|
artikel
|
| 77 |
Students, tasks and emotions: Identifying the contribution of emotions to students' reading of popular culture and popular science texts
|
Ainley, Mary
|
|
2005
|
|
5 |
p. 433-447
15 p.
|
artikel
|
| 78 |
Student teachers' achievement goal orientations during teacher studies: Antecedents, correlates and outcomes
|
Malmberg, Lars-Erik
|
|
2008
|
|
5 |
p. 438-452
15 p.
|
artikel
|
| 79 |
Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection
|
Kiuru, Noona
|
|
2012
|
|
5 |
p. 331-339
9 p.
|
artikel
|
| 80 |
Testing an instructional model in a university educational setting from the student's perspective
|
Betoret, Fernando Doménech
|
|
2006
|
|
5 |
p. 450-466
17 p.
|
artikel
|
| 81 |
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success
|
Mägi, Katrin
|
|
2011
|
|
5 |
p. 664-675
12 p.
|
artikel
|
| 82 |
The development of achievement strategies and academic skills during the first year of primary school
|
Onatsu-Arvilommi, Tiina
|
|
2002
|
|
5 |
p. 509-527
19 p.
|
artikel
|
| 83 |
The development of students’ understanding of the numerical value of fractions
|
Stafylidou, Stamatia
|
|
2004
|
|
5 |
p. 503-518
16 p.
|
artikel
|
| 84 |
The effectiveness of the cognitive training for children from a differential perspective: a meta-evaluation
|
Hager, Willi
|
|
1998
|
|
5 |
p. 411-438
28 p.
|
artikel
|
| 85 |
The effects of integrated social and cognitive strategy instruction on the mathematics achievement in secondary education 1 This article is an elaboration of a paper presented at the annual meeting of the American Educational Research Association, Chicago, 1997 1
|
Hoek, Dirk
|
|
1999
|
|
5 |
p. 427-448
22 p.
|
artikel
|
| 86 |
The growth of mathematics through conceptual restructuring
|
Greer, Brian
|
|
2004
|
|
5 |
p. 541-548
8 p.
|
artikel
|
| 87 |
The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning
|
Scheiter, Katharina
|
|
2009
|
|
5 |
p. 387-401
15 p.
|
artikel
|
| 88 |
The impact of teaching on students' definitions and explanations of astronomical phenomena
|
Kikas, Eve
|
|
1998
|
|
5 |
p. 439-454
16 p.
|
artikel
|
| 89 |
The role of scales in student ratings
|
Sedlmeier, Peter
|
|
2006
|
|
5 |
p. 401-415
15 p.
|
artikel
|
| 90 |
The role of task design and argumentation in cognitive development during peer interaction: The case of proportional reasoning
|
Schwarz, Baruch B.
|
|
2007
|
|
5 |
p. 510-531
22 p.
|
artikel
|
| 91 |
The situated dynamics of peer group interaction: an introduction to an analytic framework
|
Kumpulainen, Kristiina
|
|
1999
|
|
5 |
p. 449-473
25 p.
|
artikel
|
| 92 |
The verbal facilitation effect in learning to tie nautical knots
|
Huff, Markus
|
|
2012
|
|
5 |
p. 376-385
10 p.
|
artikel
|
| 93 |
Transfer of strategy use by semantic recoding in arithmetic problem solving
|
Gamo, Sylvie
|
|
2010
|
|
5 |
p. 400-410
11 p.
|
artikel
|
| 94 |
Understanding the structure of the set of rational numbers: a conceptual change approach
|
Vamvakoussi, Xenia
|
|
2004
|
|
5 |
p. 453-467
15 p.
|
artikel
|
| 95 |
Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence
|
Boekaerts, Monique
|
|
2010
|
|
5 |
p. 372-382
11 p.
|
artikel
|
| 96 |
Using subjective measures to detect variations of intrinsic cognitive load within problems
|
Ayres, Paul
|
|
2006
|
|
5 |
p. 389-400
12 p.
|
artikel
|
| 97 |
What can mathematics education gain from the conceptual change approach? And what can the conceptual change approach gain from its application to mathematics education?
|
Tirosh, Dina
|
|
2004
|
|
5 |
p. 535-540
6 p.
|
artikel
|
| 98 |
What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density
|
Vamvakoussi, Xenia
|
|
2011
|
|
5 |
p. 676-685
10 p.
|
artikel
|
| 99 |
What motivates teachers? Important work on a complex question
|
Hoy, Anita Woolfolk
|
|
2008
|
|
5 |
p. 492-498
7 p.
|
artikel
|
| 100 |
When does gender matter?
|
Underwood, Jean
|
|
2000
|
|
5 |
p. 447-462
16 p.
|
artikel
|
| 101 |
Word associations as a tool for assessing conceptual change in science education
|
Hovardas, Tasos
|
|
2006
|
|
5 |
p. 416-432
17 p.
|
artikel
|
| 102 |
Worked-out examples: instructional explanations support learning by self-explanations
|
Renkl, A
|
|
2002
|
|
5 |
p. 529-556
28 p.
|
artikel
|
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