| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic self-concept during the transition to upper secondary school
|
von Keyserlingk, Luise
|
|
2019
|
56 |
C |
p. 152-160
|
artikel
|
| 2 |
An empirical basis for linking social and emotional learning to academic performance
|
Panayiotou, Margarita
|
|
2019
|
56 |
C |
p. 193-204
|
artikel
|
| 3 |
Application of a single-case intervention procedure to assess the replicability of a two-component instructional strategy
|
Hwang, Yooyeun
|
|
2019
|
56 |
C |
p. 161-170
|
artikel
|
| 4 |
Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students
|
Wang, Yanhui
|
|
2019
|
56 |
C |
p. 130-139
|
artikel
|
| 5 |
Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
|
Roose, Iris
|
|
2019
|
56 |
C |
p. 140-151
|
artikel
|
| 6 |
Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval
|
Liu, Cheng-Hong
|
|
2019
|
56 |
C |
p. 1-13
|
artikel
|
| 7 |
Editorial Board
|
|
|
2019
|
56 |
C |
p. ii
|
artikel
|
| 8 |
Effects of curricular emphasis in college on the GRE and its impact on the gender gap in performance
|
Tock, Jamie L.
|
|
2019
|
56 |
C |
p. 40-54
|
artikel
|
| 9 |
Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties
|
Bergey, Bradley W.
|
|
2019
|
56 |
C |
p. 25-39
|
artikel
|
| 10 |
Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography
|
Rakhlin, Natalia V.
|
|
2019
|
56 |
C |
p. 250-261
|
artikel
|
| 11 |
Perceptions of competence, control, and belongingness over the transition to high school: A mixed-method study
|
Wentzel, Kathryn R.
|
|
2019
|
56 |
C |
p. 55-66
|
artikel
|
| 12 |
Prematurity and overlap between reading and arithmetic: The cognitive mechanisms behind the association
|
Korpipää, Heidi
|
|
2019
|
56 |
C |
p. 171-179
|
artikel
|
| 13 |
Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school
|
Fleckenstein, Johanna
|
|
2019
|
56 |
C |
p. 228-235
|
artikel
|
| 14 |
Refutation texts enhance spontaneous transfer of knowledge
|
Beker, Katinka
|
|
2019
|
56 |
C |
p. 67-78
|
artikel
|
| 15 |
Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit
|
Robinson, Kristy A.
|
|
2019
|
56 |
C |
p. 180-192
|
artikel
|
| 16 |
Student agency at the crux: Mitigating disengagement in middle and high school
|
Anderson, Ross C.
|
|
2019
|
56 |
C |
p. 205-217
|
artikel
|
| 17 |
Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability
|
van de Pol, Janneke
|
|
2019
|
56 |
C |
p. 236-249
|
artikel
|
| 18 |
The dark side of perceived positive regard: When parents’ well-intended motivation strategies increase students’ test anxiety
|
Otterpohl, Nantje
|
|
2019
|
56 |
C |
p. 79-90
|
artikel
|
| 19 |
The effects of knowledge, strategies, and the interaction between the two in verbal analogy problem solving
|
Woolley, Kenneth E.
|
|
2019
|
56 |
C |
p. 91-105
|
artikel
|
| 20 |
The effects of retrieval practice and prior topic knowledge on test performance and confidence judgments
|
Cogliano, MeganClaire
|
|
2019
|
56 |
C |
p. 117-129
|
artikel
|
| 21 |
The moderating effect of regulatory focus in the relationship between potential flexibility and practical flexibility
|
Wang, Jia
|
|
2019
|
56 |
C |
p. 218-227
|
artikel
|
| 22 |
The relation between spatial skills and mathematical abilities: The mediating role of mental number line representation
|
Tam, Yuen Pui
|
|
2019
|
56 |
C |
p. 14-24
|
artikel
|
| 23 |
The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students
|
Silverman, Rebecca D.
|
|
2019
|
56 |
C |
p. 106-116
|
artikel
|
| 24 |
Why does parents’ involvement in youth’s learning vary across elementary, middle, and high school?
|
Wei, Jun
|
|
2019
|
56 |
C |
p. 262-274
|
artikel
|
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