| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adolescents' understanding of inversion and associativity
|
Dubé, Adam K.
|
|
2014
|
36 |
C |
p. 49-59
11 p.
|
artikel
|
| 2 |
A new measure of psychological misconceptions: Relations with academic background, critical thinking, and acceptance of paranormal and pseudoscientific claims
|
Bensley, D. Alan
|
|
2014
|
36 |
C |
p. 9-18
10 p.
|
artikel
|
| 3 |
A person-oriented approach to predict socio-motivational dependency in early adolescents
|
Jagenow, Danilo
|
|
2014
|
36 |
C |
p. 173-179
7 p.
|
artikel
|
| 4 |
Beneficial effects of BookStart in temperamentally highly reactive infants
|
van den Berg, Heleen
|
|
2014
|
36 |
C |
p. 69-75
7 p.
|
artikel
|
| 5 |
2D:4D values are associated with mathematics performance in business and economics students
|
Sánchez, Ángeles
|
|
2014
|
36 |
C |
p. 110-116
7 p.
|
artikel
|
| 6 |
Developmental trajectories of school burnout: Evidence from two longitudinal studies
|
Salmela-Aro, Katariina
|
|
2014
|
36 |
C |
p. 60-68
9 p.
|
artikel
|
| 7 |
Do adaptive perfectionism and self-determined motivation reduce academic procrastination?
|
Burnam, Abigail
|
|
2014
|
36 |
C |
p. 165-172
8 p.
|
artikel
|
| 8 |
Do children perform and behave better at school when taught by same-gender teachers?
|
de Zeeuw, Eveline L.
|
|
2014
|
36 |
C |
p. 152-156
5 p.
|
artikel
|
| 9 |
Editorial Board
|
|
|
2014
|
36 |
C |
p. ii-
1 p.
|
artikel
|
| 10 |
Emotional intelligence, victimisation, bullying behaviours and attitudes
|
Schokman, Chantelle
|
|
2014
|
36 |
C |
p. 194-200
7 p.
|
artikel
|
| 11 |
Erratum to “Predicting Reading Literacy and its Improvement in the Polish National Extension of the PISA Study: The Role of Intelligence, Trait- and State-Anxiety, Socio-Economic Status and School-Type” [Learning and Individual Differences 33 (2014) 1–11]
|
Rajchert, Joanna Maria
|
|
2014
|
36 |
C |
p. 224-
1 p.
|
artikel
|
| 12 |
Executive functioning difficulties as predictors of academic performance: Examining the role of grade goals
|
Knouse, Laura E.
|
|
2014
|
36 |
C |
p. 19-26
8 p.
|
artikel
|
| 13 |
Fear appeals used prior to a high-stakes examination: What makes them threatening?
|
Putwain, David
|
|
2014
|
36 |
C |
p. 145-151
7 p.
|
artikel
|
| 14 |
How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum
|
Patrick Proctor, C.
|
|
2014
|
36 |
C |
p. 76-83
8 p.
|
artikel
|
| 15 |
Individual differences and the effect of education on religiosity
|
Ganzach, Yoav
|
|
2014
|
36 |
C |
p. 213-217
5 p.
|
artikel
|
| 16 |
Influence of reading and calculation on children at risk and not at risk for word problem solving: Is math motivation a mediator?
|
Fung, Wenson W.
|
|
2014
|
36 |
C |
p. 84-91
8 p.
|
artikel
|
| 17 |
Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement
|
Bråten, Ivar
|
|
2014
|
36 |
C |
p. 124-130
7 p.
|
artikel
|
| 18 |
Korean adolescents’ longitudinal change of intrinsic motivation in learning English and mathematics during secondary school years: Focusing on gender difference and school characteristics
|
Lee, Hyunjoo
|
|
2014
|
36 |
C |
p. 131-139
9 p.
|
artikel
|
| 19 |
Learning through movement: A comparison of learning fraction skills on a digital playful learning environment with a sedentary computer-task
|
de Koning-Veenstra, Baukje
|
|
2014
|
36 |
C |
p. 101-109
9 p.
|
artikel
|
| 20 |
On the relation of complex problem solving, personality, fluid intelligence, and academic achievement
|
Greiff, Samuel
|
|
2014
|
36 |
C |
p. 37-48
12 p.
|
artikel
|
| 21 |
Racial differences in academic achievement among juvenile offenders
|
Tesoro, Andrew
|
|
2014
|
36 |
C |
p. 207-212
6 p.
|
artikel
|
| 22 |
Reconsidering active procrastination: Relations to motivation and achievement in college anatomy
|
Hensley, Lauren C.
|
|
2014
|
36 |
C |
p. 157-164
8 p.
|
artikel
|
| 23 |
Spatial ability at two scales of representation: A meta-analysis
|
Wang, Lu
|
|
2014
|
36 |
C |
p. 140-144
5 p.
|
artikel
|
| 24 |
Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy
|
Virtanen, Tuomo E.
|
|
2014
|
36 |
C |
p. 201-206
6 p.
|
artikel
|
| 25 |
Student personality, classroom environment, and student outcomes: A person–environment fit analysis
|
Pawlowska, Dagmara K.
|
|
2014
|
36 |
C |
p. 180-193
14 p.
|
artikel
|
| 26 |
Teachers' engagement in professional learning: Exploring motivational profiles
|
Jansen in de Wal, Joost
|
|
2014
|
36 |
C |
p. 27-36
10 p.
|
artikel
|
| 27 |
Theories of intelligence and students' daily self-handicapping behaviors
|
Rickert, Nicolette P.
|
|
2014
|
36 |
C |
p. 1-8
8 p.
|
artikel
|
| 28 |
The relevance of logical thinking and cognitive style to everyday problem solving among older adults
|
Pezzuti, Lina
|
|
2014
|
36 |
C |
p. 218-223
6 p.
|
artikel
|
| 29 |
The role of visuospatial and verbal abilities, styles and strategies in predicting visuospatial description accuracy
|
Meneghetti, Chiara
|
|
2014
|
36 |
C |
p. 117-123
7 p.
|
artikel
|
| 30 |
Working memory and domain-specific precursors predicting success in learning written subtraction problems
|
Caviola, Sara
|
|
2014
|
36 |
C |
p. 92-100
9 p.
|
artikel
|
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