| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects
|
Guay, Frédéric
|
|
2010
|
|
6 |
p. 644-653
10 p.
|
artikel
|
| 2 |
Accounting for individual variability in inversion shortcut use
|
Dubé, Adam K.
|
|
2010
|
|
6 |
p. 687-693
7 p.
|
artikel
|
| 3 |
ADHD and academic attainment: Is there an advantage in impulsivity?
|
Tymms, Peter
|
|
2011
|
|
6 |
p. 753-758
6 p.
|
artikel
|
| 4 |
Age-differences in environment route learning: The role of input and recall-test modalities in young and older adults
|
Meneghetti, Chiara
|
|
2012
|
|
6 |
p. 884-890
7 p.
|
artikel
|
| 5 |
Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov
|
Mok, Magdalena Mo Ching
|
|
2010
|
|
6 |
p. 564-566
3 p.
|
artikel
|
| 6 |
An assessment of a social–cognitive model of academic performance in mathematics in Argentinean middle school students
|
Cupani, Marcos
|
|
2010
|
|
6 |
p. 659-663
5 p.
|
artikel
|
| 7 |
An investigation of cognitive skills and behavior in high ability students
|
Alloway, Tracy Packiam
|
|
2012
|
|
6 |
p. 891-895
5 p.
|
artikel
|
| 8 |
An investigation of mathematics anxiety among sixth through eighth grade students in Turkey
|
Birgin, Osman
|
|
2010
|
|
6 |
p. 654-658
5 p.
|
artikel
|
| 9 |
Announcement
|
|
|
2010
|
|
6 |
p. I-
1 p.
|
artikel
|
| 10 |
Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback
|
Shu, Tse-Mei
|
|
2011
|
|
6 |
p. 724-727
4 p.
|
artikel
|
| 11 |
Associations between reasons to attend and late high school dropout
|
Abar, Beau
|
|
2012
|
|
6 |
p. 856-861
6 p.
|
artikel
|
| 12 |
A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale
|
Zhang, Xiao
|
|
2011
|
|
6 |
p. 690-698
9 p.
|
artikel
|
| 13 |
Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children
|
Mirandola, C.
|
|
2012
|
|
6 |
p. 896-900
5 p.
|
artikel
|
| 14 |
Computer-paced versus experimenter-paced working memory span tasks: Are they equally reliable and valid?
|
Bailey, Heather
|
|
2012
|
|
6 |
p. 875-881
7 p.
|
artikel
|
| 15 |
Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?
|
Stankov, Lazar
|
|
2012
|
|
6 |
p. 747-758
12 p.
|
artikel
|
| 16 |
Consequences of the Confucian culture: High achievement but negative psychological attributes?
|
Ho, Irene T.
|
|
2010
|
|
6 |
p. 571-573
3 p.
|
artikel
|
| 17 |
Corrigendum to “The Musical Ear Test, a new reliable test for measuring musical competence” [Learning and Individual Differences Volume 20 (3) (2010) 188–196]
|
Wallentin, Mikkel
|
|
2010
|
|
6 |
p. 705-
1 p.
|
artikel
|
| 18 |
Culture, motivation, and reading achievement: High school students in 41 countries
|
Chiu, Ming Ming
|
|
2010
|
|
6 |
p. 579-592
14 p.
|
artikel
|
| 19 |
Curriculum-based measurement yearly growth rates: An examination of English Language Learners and native English speakers
|
Keller-Margulis, Milena A.
|
|
2012
|
|
6 |
p. 799-805
7 p.
|
artikel
|
| 20 |
Dangerous mindsets: How beliefs about intelligence predict motivational change
|
Haimovitz, Kyla
|
|
2011
|
|
6 |
p. 747-752
6 p.
|
artikel
|
| 21 |
Decay of iconic memory traces is related to psychometric intelligence: A fixed-links modeling approach
|
Miller, Robert
|
|
2010
|
|
6 |
p. 699-704
6 p.
|
artikel
|
| 22 |
Do personality and learning climate predict competence for learning? An investigation in a Greek academic setting
|
Ntalianis, Filotheos
|
|
2010
|
|
6 |
p. 664-668
5 p.
|
artikel
|
| 23 |
Editorial
|
|
|
2010
|
|
6 |
p. iii-
1 p.
|
artikel
|
| 24 |
Editorial Board
|
|
|
2010
|
|
6 |
p. IFC-
1 p.
|
artikel
|
| 25 |
Editorial Board
|
|
|
2011
|
|
6 |
p. ii-
1 p.
|
artikel
|
| 26 |
Editorial Board
|
|
|
2012
|
|
6 |
p. ii-
1 p.
|
artikel
|
| 27 |
Executive function effects and numerical development in children: Behavioural and ERP evidence from a numerical Stroop paradigm
|
Soltész, Fruzsina
|
|
2011
|
|
6 |
p. 662-671
10 p.
|
artikel
|
| 28 |
Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak?
|
Lun, Vivian Miu-Chi
|
|
2010
|
|
6 |
p. 604-616
13 p.
|
artikel
|
| 29 |
Further investigating thinking styles and psychosocial development in the Chinese higher education context
|
Zhang, Li-fang
|
|
2010
|
|
6 |
p. 593-603
11 p.
|
artikel
|
| 30 |
Gender, BMI, values, and learning in physical education: A study on Chinese middle schoolers
|
Ding, Haiyong
|
|
2011
|
|
6 |
p. 771-778
8 p.
|
artikel
|
| 31 |
Goal self-concordance moderates the relationship between achievement goals and indicators of academic adjustment
|
Gaudreau, Patrick
|
|
2012
|
|
6 |
p. 827-832
6 p.
|
artikel
|
| 32 |
High IQ is sufficient to explain the high achievements in math and science of the East Asian peoples
|
Lynn, Richard
|
|
2010
|
|
6 |
p. 567-568
2 p.
|
artikel
|
| 33 |
How minimal grade goals and self-control capacity interact in predicting test grades
|
Bertrams, Alex
|
|
2012
|
|
6 |
p. 833-838
6 p.
|
artikel
|
| 34 |
How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions
|
King, Ronnel B.
|
|
2012
|
|
6 |
p. 814-819
6 p.
|
artikel
|
| 35 |
Implicit and explicit instruction of spelling rules
|
Kemper, M.J.
|
|
2012
|
|
6 |
p. 639-649
11 p.
|
artikel
|
| 36 |
Implicit theories, epistemic beliefs, and science motivation: A person-centered approach
|
Chen, Jason A.
|
|
2012
|
|
6 |
p. 724-735
12 p.
|
artikel
|
| 37 |
Individual differences in late bilinguals' L2 phonological processes: From acoustic-phonetic analysis to lexical access
|
Díaz, Begoña
|
|
2012
|
|
6 |
p. 680-689
10 p.
|
artikel
|
| 38 |
Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study
|
Ansari, Daniel
|
|
2011
|
|
6 |
p. 636-643
8 p.
|
artikel
|
| 39 |
Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing
|
Gullick, Margaret M.
|
|
2011
|
|
6 |
p. 644-654
11 p.
|
artikel
|
| 40 |
Inferring cross sections of 3D objects: A new spatial thinking test
|
Cohen, Cheryl A.
|
|
2012
|
|
6 |
p. 868-874
7 p.
|
artikel
|
| 41 |
Interest, inferences, and learning from texts
|
Clinton, Virginia
|
|
2012
|
|
6 |
p. 650-663
14 p.
|
artikel
|
| 42 |
Inter-parietal white matter development predicts numerical performance in young children
|
Cantlon, Jessica F.
|
|
2011
|
|
6 |
p. 672-680
9 p.
|
artikel
|
| 43 |
Introduction to a special section of learning and individual differences: Educational neuroscience
|
Vander Wyk, Brent C.
|
|
2011
|
|
6 |
p. 633-635
3 p.
|
artikel
|
| 44 |
Involuntary mental time travel and its effect on prospective teachers' situational intrinsic motivations
|
Eren, Altay
|
|
2010
|
|
6 |
p. 677-681
5 p.
|
artikel
|
| 45 |
Is Confucian culture unforgiving? Commentary on Stankov (2010)
|
Ji, Li-Jun
|
|
2010
|
|
6 |
p. 569-570
2 p.
|
artikel
|
| 46 |
Judging students' achievement goal orientations: Are teacher ratings accurate?
|
Dicke, Anna-Lena
|
|
2012
|
|
6 |
p. 844-849
6 p.
|
artikel
|
| 47 |
Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students
|
Kleitman, Sabina
|
|
2011
|
|
6 |
p. 728-735
8 p.
|
artikel
|
| 48 |
Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
|
Andersson, Ulf
|
|
2012
|
|
6 |
p. 701-714
14 p.
|
artikel
|
| 49 |
On the elusive nature of high Chinese achievement
|
van de Vijver, Fons J.R.
|
|
2010
|
|
6 |
p. 574-576
3 p.
|
artikel
|
| 50 |
Parental estimates of their own and their relatives' intelligence. A Spanish replication
|
Pérez, Luz F.
|
|
2010
|
|
6 |
p. 669-676
8 p.
|
artikel
|
| 51 |
Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept
|
Jonkmann, Kathrin
|
|
2012
|
|
6 |
p. 736-746
11 p.
|
artikel
|
| 52 |
Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement
|
Hülür, Gizem
|
|
2011
|
|
6 |
p. 742-746
5 p.
|
artikel
|
| 53 |
Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning
|
Savas, Perihan
|
|
2012
|
|
6 |
p. 850-855
6 p.
|
artikel
|
| 54 |
Prevention of self-handicapping — The protective function of mastery goals
|
Schwinger, Malte
|
|
2011
|
|
6 |
p. 699-709
11 p.
|
artikel
|
| 55 |
Pubertal development of the understanding of social emotions: Implications for education
|
Burnett, Stephanie
|
|
2011
|
|
6 |
p. 681-689
9 p.
|
artikel
|
| 56 |
Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD+ADHD, and typical comparison
|
Lee, Jiyeon
|
|
2012
|
|
6 |
p. 778-785
8 p.
|
artikel
|
| 57 |
Relational integration as a predictor of academic achievement
|
Krumm, Stefan
|
|
2012
|
|
6 |
p. 759-769
11 p.
|
artikel
|
| 58 |
Relationships between executive functioning and homework difficulties in students with and without autism spectrum disorder: An analysis of student- and parent-reports
|
Endedijk, Hinke
|
|
2011
|
|
6 |
p. 765-770
6 p.
|
artikel
|
| 59 |
Role of academic self-efficacy in moderating the relation between task importance and test anxiety
|
Nie, Youyan
|
|
2011
|
|
6 |
p. 736-741
6 p.
|
artikel
|
| 60 |
Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education
|
Panadero, Ernesto
|
|
2012
|
|
6 |
p. 806-813
8 p.
|
artikel
|
| 61 |
Sex differences in the missing-letter effect: A question of reading or visual–spatial skills?
|
Saint-Aubin, Jean
|
|
2012
|
|
6 |
p. 664-672
9 p.
|
artikel
|
| 62 |
The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school
|
Hirvonen, Riikka
|
|
2012
|
|
6 |
p. 715-723
9 p.
|
artikel
|
| 63 |
The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children
|
Katzir, Tami
|
|
2012
|
|
6 |
p. 673-679
7 p.
|
artikel
|
| 64 |
The etiology of mathematical self-evaluation and mathematics achievement: Understanding the relationship using a cross-lagged twin study from ages 9 to 12
|
Luo, Yu L.L.
|
|
2011
|
|
6 |
p. 710-718
9 p.
|
artikel
|
| 65 |
The impact of working memory training in young people with social, emotional and behavioural difficulties
|
Roughan, Laura
|
|
2011
|
|
6 |
p. 759-764
6 p.
|
artikel
|
| 66 |
The incremental variance of morphological knowledge to reading comprehension in grades 3–10 beyond prior reading comprehension, spelling, and text reading efficiency
|
Foorman, Barbara R.
|
|
2012
|
|
6 |
p. 792-798
7 p.
|
artikel
|
| 67 |
The influence of personality characteristics on children's intrinsic reading motivation
|
Medford, Emma
|
|
2012
|
|
6 |
p. 786-791
6 p.
|
artikel
|
| 68 |
The mathematics skills of children with reading difficulties
|
Vukovic, Rose K.
|
|
2010
|
|
6 |
p. 639-643
5 p.
|
artikel
|
| 69 |
The nature and relative importance of students' perceptions of the sources of test anxiety
|
Bonaccio, Silvia
|
|
2010
|
|
6 |
p. 617-625
9 p.
|
artikel
|
| 70 |
The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance
|
Ning, Hoi Kwan
|
|
2010
|
|
6 |
p. 682-686
5 p.
|
artikel
|
| 71 |
The relations among L1 (Spanish) literacy skills, L2 (English) language, L2 text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade students
|
Kim, Young-Suk
|
|
2012
|
|
6 |
p. 690-700
11 p.
|
artikel
|
| 72 |
The role of IQ in the use of cognitive strategies to learn information from a map
|
Cho, Seokhee
|
|
2010
|
|
6 |
p. 694-698
5 p.
|
artikel
|
| 73 |
The role of visuo-spatial abilities in recall of spatial descriptions: A mediation model
|
Meneghetti, Chiara
|
|
2011
|
|
6 |
p. 719-723
5 p.
|
artikel
|
| 74 |
The unique contribution of learning approaches to academic performance, after controlling for IQ and personality: Are there gender differences?
|
Rosander, Pia
|
|
2012
|
|
6 |
p. 820-826
7 p.
|
artikel
|
| 75 |
The Watch-and-Wait Task: On the reliability and validity of a new method of assessing self-control in preschool children
|
Neubauer, Anna
|
|
2012
|
|
6 |
p. 770-777
8 p.
|
artikel
|
| 76 |
Training spatial ability: Comment on Pietsch and Jansen (2012) and prospective research trends
|
Moreau, David
|
|
2012
|
|
6 |
p. 882-883
2 p.
|
artikel
|
| 77 |
Unforgiveness, method and beyond
|
Stankov, Lazar
|
|
2010
|
|
6 |
p. 577-578
2 p.
|
artikel
|
| 78 |
Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?
|
Stankov, Lazar
|
|
2010
|
|
6 |
p. 555-563
9 p.
|
artikel
|
| 79 |
Updating Working Memory and arithmetical attainment in school
|
Iuculano, Teresa
|
|
2011
|
|
6 |
p. 655-661
7 p.
|
artikel
|
| 80 |
Valuable but threatening: The reduced effect of incremental theory on challenge-confronting tendencies for students who fear being laughed at
|
Liu, Cheng-Hong
|
|
2012
|
|
6 |
p. 839-843
5 p.
|
artikel
|
| 81 |
Vocational knowledge in rural children: A study of individual differences and predictors of occupational aspirations and expectations
|
Schmitt-Wilson, Sarah
|
|
2012
|
|
6 |
p. 862-867
6 p.
|
artikel
|
| 82 |
What to do when feeling bored?
|
Nett, Ulrike E.
|
|
2010
|
|
6 |
p. 626-638
13 p.
|
artikel
|
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