| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Becoming aware of cinematic techniques in propaganda: Instructional support by cueing and training
|
Merkt, Martin
|
|
2015
|
39 |
C |
p. 55-71
17 p.
|
artikel
|
| 2 |
Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance
|
Tornare, Elise
|
|
2015
|
39 |
C |
p. 88-96
9 p.
|
artikel
|
| 3 |
Do students use testing and feedback while learning? A focus on key concept definitions and learning to criterion
|
Dunlosky, John
|
|
2015
|
39 |
C |
p. 32-44
13 p.
|
artikel
|
| 4 |
EARLI Association News
|
|
|
2015
|
39 |
C |
p. v-viii
nvt p.
|
artikel
|
| 5 |
EARLI title page
|
|
|
2015
|
39 |
C |
p. iii-iv
nvt p.
|
artikel
|
| 6 |
Editorial board/Publication information
|
|
|
2015
|
39 |
C |
p. IFC-
1 p.
|
artikel
|
| 7 |
Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values
|
Hefter, Markus H.
|
|
2015
|
39 |
C |
p. 11-22
12 p.
|
artikel
|
| 8 |
Executive functioning and verbal fluency in children with language difficulties
|
Henry, Lucy A.
|
|
2015
|
39 |
C |
p. 137-147
11 p.
|
artikel
|
| 9 |
Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
|
Glogger-Frey, Inga
|
|
2015
|
39 |
C |
p. 72-87
16 p.
|
artikel
|
| 10 |
Learning verbs more effectively through meaning congruent action animations
|
Hald, Lea A.
|
|
2015
|
39 |
C |
p. 107-122
16 p.
|
artikel
|
| 11 |
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore
|
Cvencek, Dario
|
|
2015
|
39 |
C |
p. 1-10
10 p.
|
artikel
|
| 12 |
Metaphorical graphics aid learning and memory
|
Danielson, Robert W.
|
|
2015
|
39 |
C |
p. 194-205
12 p.
|
artikel
|
| 13 |
Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?
|
Arens, A. Katrin
|
|
2015
|
39 |
C |
p. 184-193
10 p.
|
artikel
|
| 14 |
Students' school performance, task-focus, and situation-specific motivation
|
Malmberg, Lars-Erik
|
|
2015
|
39 |
C |
p. 158-167
10 p.
|
artikel
|
| 15 |
Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction
|
Collie, Rebecca J.
|
|
2015
|
39 |
C |
p. 148-157
10 p.
|
artikel
|
| 16 |
Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects
|
Dietrich, Julia
|
|
2015
|
39 |
C |
p. 45-54
10 p.
|
artikel
|
| 17 |
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
|
Muis, Krista R.
|
|
2015
|
39 |
C |
p. 168-183
16 p.
|
artikel
|
| 18 |
The impact of elaborated feedback on text comprehension within a computer-based assessment
|
Golke, Stefanie
|
|
2015
|
39 |
C |
p. 123-136
14 p.
|
artikel
|
| 19 |
The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year
|
Flunger, Barbara
|
|
2015
|
39 |
C |
p. 97-106
10 p.
|
artikel
|
| 20 |
The preparatory effects of problem solving versus problem posing on learning from instruction
|
Kapur, Manu
|
|
2015
|
39 |
C |
p. 23-31
9 p.
|
artikel
|
Tijdschrift beschrijving