| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development
|
Brennan, Lorraine
|
|
2019
|
60 |
C |
p. 301-309
|
artikel
|
| 2 |
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
|
Makransky, Guido
|
|
2019
|
60 |
C |
p. 225-236
|
artikel
|
| 3 |
At their children's expense: How parents' gender stereotypes affect their children's reading outcomes
|
Muntoni, Francesca
|
|
2019
|
60 |
C |
p. 95-103
|
artikel
|
| 4 |
Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
|
McIntyre, Nora A.
|
|
2019
|
60 |
C |
p. 215-224
|
artikel
|
| 5 |
Cognitive regulation, not behavior regulation, predicts learning
|
Modrek, Anahid S.
|
|
2019
|
60 |
C |
p. 237-244
|
artikel
|
| 6 |
Constructing interpretive inferences about literary text: The role of domain-specific knowledge
|
McCarthy, Kathryn S.
|
|
2019
|
60 |
C |
p. 245-251
|
artikel
|
| 7 |
Dyadic executive function effects in children's collaborative hypermedia learning
|
Paans, Cindy
|
|
2019
|
60 |
C |
p. 66-74
|
artikel
|
| 8 |
Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
|
Lazarides, Rebecca
|
|
2019
|
60 |
C |
p. 126-137
|
artikel
|
| 9 |
EARLI Association News
|
|
|
2019
|
60 |
C |
p. v-vi
|
artikel
|
| 10 |
EARLI title page
|
|
|
2019
|
60 |
C |
p. iii-iv
|
artikel
|
| 11 |
Editorial board/Publication information
|
|
|
2019
|
60 |
C |
p. IFC
|
artikel
|
| 12 |
Effectiveness of an extracurricular program for struggling readers: A comparative study with parent tutors and volunteer tutors
|
Villiger, Caroline
|
|
2019
|
60 |
C |
p. 54-65
|
artikel
|
| 13 |
Effects of study intention and generating multiple choice questions on expository text retention
|
Hoogerheide, Vincent
|
|
2019
|
60 |
C |
p. 191-198
|
artikel
|
| 14 |
Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
|
Putwain, David W.
|
|
2019
|
60 |
C |
p. 117-125
|
artikel
|
| 15 |
Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy
|
Rakoczy, Katrin
|
|
2019
|
60 |
C |
p. 154-165
|
artikel
|
| 16 |
“Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts
|
Zhang, Lin
|
|
2019
|
60 |
C |
p. 199-205
|
artikel
|
| 17 |
Identifying children with persistent low math achievement: The role of number-magnitude mapping and symbolic numerical processing
|
Wong, Terry Tin-Yau
|
|
2019
|
60 |
C |
p. 29-40
|
artikel
|
| 18 |
Investigating the testing effect: Retrieval as a characteristic of effective study strategies
|
Bae, Christine L.
|
|
2019
|
60 |
C |
p. 206-214
|
artikel
|
| 19 |
Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view
|
Massonnié, Jessica
|
|
2019
|
60 |
C |
p. 166-179
|
artikel
|
| 20 |
Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy
|
Golke, Stefanie
|
|
2019
|
60 |
C |
p. 1-19
|
artikel
|
| 21 |
Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
|
Könings, Karen D.
|
|
2019
|
60 |
C |
p. 85-94
|
artikel
|
| 22 |
Science for all: Boosting the science motivation of elementary school students with utility value intervention
|
Shin, Dajung Diane
|
|
2019
|
60 |
C |
p. 104-116
|
artikel
|
| 23 |
Sensitivity of test items to teaching quality
|
Naumann, Alexander
|
|
2019
|
60 |
C |
p. 41-53
|
artikel
|
| 24 |
Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
|
Howe, Christine
|
|
2019
|
60 |
C |
p. 263-274
|
artikel
|
| 25 |
Struggling writers in elementary school: Capturing drivers of performance
|
Dockrell, Julie E.
|
|
2019
|
60 |
C |
p. 75-84
|
artikel
|
| 26 |
Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy
|
Hiemstra, Djoerd
|
|
2019
|
60 |
C |
p. 180-190
|
artikel
|
| 27 |
Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
|
Fryer, Luke K.
|
|
2019
|
60 |
C |
p. 252-262
|
artikel
|
| 28 |
Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
|
Jang, Hye-Ryen
|
|
2019
|
60 |
C |
p. 286-300
|
artikel
|
| 29 |
The dimensional structure of students’ self-concept and interest in science depends on course composition
|
Jansen, Malte
|
|
2019
|
60 |
C |
p. 20-28
|
artikel
|
| 30 |
University students' need satisfaction trajectories: A growth mixture analysis
|
Gillet, Nicolas
|
|
2019
|
60 |
C |
p. 275-285
|
artikel
|
| 31 |
What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses
|
Liborius, Patrick
|
|
2019
|
60 |
C |
p. 310-321
|
artikel
|
| 32 |
Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
|
Schmidgall, Steffen P.
|
|
2019
|
60 |
C |
p. 138-153
|
artikel
|
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