nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study
|
Putwain, David W. |
|
2013 |
38 |
4 |
p. 361-374 14 p. |
artikel |
2 |
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains
|
Goetz, Thomas |
|
2013 |
38 |
4 |
p. 383-394 12 p. |
artikel |
3 |
Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy
|
Baars, Martine |
|
2013 |
38 |
4 |
p. 395-406 12 p. |
artikel |
4 |
Editorial Board
|
|
|
2013 |
38 |
4 |
p. IFC- 1 p. |
artikel |
5 |
Enhancing scientific discovery learning through metacognitive support
|
Künsting, Josef |
|
2013 |
38 |
4 |
p. 349-360 12 p. |
artikel |
6 |
Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis
|
Petersen, Jennifer |
|
2013 |
38 |
4 |
p. 342-348 7 p. |
artikel |
7 |
Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?
|
Turner, Julianne C. |
|
2013 |
38 |
4 |
p. 316-327 12 p. |
artikel |
8 |
Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension
|
Schünemann, Nina |
|
2013 |
38 |
4 |
p. 289-305 17 p. |
artikel |
9 |
Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school
|
Walkey, Frank H. |
|
2013 |
38 |
4 |
p. 306-315 10 p. |
artikel |
10 |
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach
|
Vandevelde, Sabrina |
|
2013 |
38 |
4 |
p. 407-425 19 p. |
artikel |
11 |
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition
|
Limpo, Teresa |
|
2013 |
38 |
4 |
p. 328-341 14 p. |
artikel |
12 |
The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?
|
Guay, Frédéric |
|
2013 |
38 |
4 |
p. 375-382 8 p. |
artikel |
13 |
The relative benefits of learning by teaching and teaching expectancy
|
Fiorella, Logan |
|
2013 |
38 |
4 |
p. 281-288 8 p. |
artikel |