| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Activating positive affective experiences in the classroom: “Nice to have” or something more?
|
Buff, Alex
|
|
2011
|
21 |
3 |
p. 452-466
15 p.
|
article
|
| 2 |
Anonymity in classroom voting and debating
|
Ainsworth, Shaaron
|
|
2011
|
21 |
3 |
p. 365-378
14 p.
|
article
|
| 3 |
Association News
|
|
|
2011
|
21 |
3 |
p. I-XI
nvt p.
|
article
|
| 4 |
Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate
|
Mainhard, M. Tim
|
|
2011
|
21 |
3 |
p. 345-354
10 p.
|
article
|
| 5 |
Editorial board/Publication information
|
|
|
2011
|
21 |
3 |
p. IFC-
1 p.
|
article
|
| 6 |
Evaluating the effects of team-skills training on subjective workload
|
Prichard, Jane S.
|
|
2011
|
21 |
3 |
p. 429-440
12 p.
|
article
|
| 7 |
Interest in an expository text: How does it flow from reading to writing?
|
Boscolo, Pietro
|
|
2011
|
21 |
3 |
p. 467-480
14 p.
|
article
|
| 8 |
List of Reviewers of Volume 21
|
|
|
2011
|
21 |
3 |
p. iv-v
nvt p.
|
article
|
| 9 |
Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions
|
Hofer, Manfred
|
|
2011
|
21 |
3 |
p. 301-316
16 p.
|
article
|
| 10 |
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms
|
Berger, Jean-Louis
|
|
2011
|
21 |
3 |
p. 416-428
13 p.
|
article
|
| 11 |
Physical versus virtual manipulative experimentation in physics learning
|
Zacharia, Zacharias C.
|
|
2011
|
21 |
3 |
p. 317-331
15 p.
|
article
|
| 12 |
Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement
|
Peetsma, Thea
|
|
2011
|
21 |
3 |
p. 481-494
14 p.
|
article
|
| 13 |
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
|
Iiskala, Tuike
|
|
2011
|
21 |
3 |
p. 379-393
15 p.
|
article
|
| 14 |
Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures
|
Schroeder, Sascha
|
|
2011
|
21 |
3 |
p. 403-415
13 p.
|
article
|
| 15 |
The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting
|
Kolovelonis, Athanasios
|
|
2011
|
21 |
3 |
p. 355-364
10 p.
|
article
|
| 16 |
The influence of achievement goals and social goals on help-seeking from peers in an academic context
|
Roussel, Peggy
|
|
2011
|
21 |
3 |
p. 394-402
9 p.
|
article
|
| 17 |
Training for fostering knowledge co-construction from collaborative inference-drawing
|
Deiglmayr, Anne
|
|
2011
|
21 |
3 |
p. 441-451
11 p.
|
article
|
| 18 |
Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory
|
de Bilde, Jerissa
|
|
2011
|
21 |
3 |
p. 332-344
13 p.
|
article
|
Journal description