| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Animations and static pictures: The influence of prompting and time of testing
|
Kühl, Tim
|
|
|
58 |
C |
p. 201-209
|
artikel
|
| 2 |
Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice
|
Bakosh, Laura S.
|
|
|
58 |
C |
p. 34-41
|
artikel
|
| 3 |
“Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes
|
Große, Cornelia S.
|
|
|
58 |
C |
p. 173-181
|
artikel
|
| 4 |
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
|
Guo, Jiesi
|
|
|
58 |
C |
p. 210-219
|
artikel
|
| 5 |
Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance
|
Limpo, Teresa
|
|
|
58 |
C |
p. 115-125
|
artikel
|
| 6 |
Does competent bilingualism entail advantages for the third language learning of immigrant students?
|
Edele, Aileen
|
|
|
58 |
C |
p. 232-244
|
artikel
|
| 7 |
Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement
|
Kljajic, Kristina
|
|
|
58 |
C |
p. 193-200
|
artikel
|
| 8 |
EARLI Association News
|
|
|
|
58 |
C |
p. v-vi
|
artikel
|
| 9 |
EARLI title page
|
|
|
|
58 |
C |
p. iii-iv
|
artikel
|
| 10 |
Editorial board/Publication information
|
|
|
|
58 |
C |
p. IFC
|
artikel
|
| 11 |
Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial
|
Solheim, Oddny Judith
|
|
|
58 |
C |
p. 65-79
|
artikel
|
| 12 |
Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
|
van Marlen, Tim
|
|
|
58 |
C |
p. 274-283
|
artikel
|
| 13 |
Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy
|
Müller, Nadja M.
|
|
|
58 |
C |
p. 1-11
|
artikel
|
| 14 |
Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions
|
Pérez, Ana
|
|
|
58 |
C |
p. 53-64
|
artikel
|
| 15 |
Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects
|
Wang, Ming-Te
|
|
|
58 |
C |
p. 148-160
|
artikel
|
| 16 |
Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach
|
Oinas, Sanna
|
|
|
58 |
C |
p. 12-21
|
artikel
|
| 17 |
It is not only about the depth of processing: What if eye am not interested in the text?
|
Catrysse, Leen
|
|
|
58 |
C |
p. 284-294
|
artikel
|
| 18 |
Learners’ epistemic criteria and strategies for evaluating scientific visual representations
|
Barzilai, Sarit
|
|
|
58 |
C |
p. 137-147
|
artikel
|
| 19 |
Learning-related emotions in multimedia learning: An application of control-value theory
|
Stark, Lisa
|
|
|
58 |
C |
p. 42-52
|
artikel
|
| 20 |
Mediation with a puppet: The effects on teachers' mediated learning strategies with children in special education and regular kindergartens
|
Tzuriel, David
|
|
|
58 |
C |
p. 295-304
|
artikel
|
| 21 |
Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic
|
Ott, Natalie
|
|
|
58 |
C |
p. 88-105
|
artikel
|
| 22 |
New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective
|
Zhao, Huahui
|
|
|
58 |
C |
p. 263-273
|
artikel
|
| 23 |
Producing gestures establishes a motor context for procedural learning tasks
|
Huff, Markus
|
|
|
58 |
C |
p. 245-254
|
artikel
|
| 24 |
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
|
Patall, Erika A.
|
|
|
58 |
C |
p. 220-231
|
artikel
|
| 25 |
Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
|
Aldrup, Karen
|
|
|
58 |
C |
p. 126-136
|
artikel
|
| 26 |
The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media
|
Schneider, Sascha
|
|
|
58 |
C |
p. 161-172
|
artikel
|
| 27 |
The effect of class composition on cross-curricular competences – Students with special educational needs in regular classes in lower secondary education
|
Hienonen, Ninja
|
|
|
58 |
C |
p. 80-87
|
artikel
|
| 28 |
The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis
|
Alqassab, Maryam
|
|
|
58 |
C |
p. 182-192
|
artikel
|
| 29 |
The use of learner response systems in the classroom enhances teachers' judgment accuracy
|
Zhu, Chunjie
|
|
|
58 |
C |
p. 255-262
|
artikel
|
| 30 |
Using expectancy-value theory to understand academic self-control
|
Galla, Brian M.
|
|
|
58 |
C |
p. 22-33
|
artikel
|
| 31 |
Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom
|
Bruya, Brian
|
|
|
58 |
C |
p. 106-114
|
artikel
|
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