| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic self-efficacy and academic self-concept: Reconsidering structural relationships
|
Ferla, Johan
|
|
2009
|
19 |
4 |
p. 499-505
7 p.
|
artikel
|
| 2 |
Age and gender-related differences in the temporal congruence development between motor imagery and motor performance
|
Hoyek, Nady
|
|
2009
|
19 |
4 |
p. 555-560
6 p.
|
artikel
|
| 3 |
An investigation of the construct validity of the personality trait of self-directed learning
|
Lounsbury, John W.
|
|
2009
|
19 |
4 |
p. 411-418
8 p.
|
artikel
|
| 4 |
Approach–avoidance motivation and metacognitive self-regulation: The role of need for achievement and fear of failure
|
Bartels, Jared M.
|
|
2009
|
19 |
4 |
p. 459-463
5 p.
|
artikel
|
| 5 |
A predictive validity study of the Learning Style Questionnaire (LSQ) using multiple, specific learning criteria
|
Kappe, F.R.
|
|
2009
|
19 |
4 |
p. 464-467
4 p.
|
artikel
|
| 6 |
A three-phase examination of academic comparative optimism and perceived academic control
|
Ruthig, Joelle C.
|
|
2009
|
19 |
4 |
p. 435-439
5 p.
|
artikel
|
| 7 |
Developing experience-based (tacit) knowledge through reflection
|
Matthew, Cynthia T.
|
|
2009
|
19 |
4 |
p. 530-540
11 p.
|
artikel
|
| 8 |
Dynamic testing in indigenous and ethnic minority children
|
Resing, Wilma C.M.
|
|
2009
|
19 |
4 |
p. 445-450
6 p.
|
artikel
|
| 9 |
Editorial Board
|
|
|
2009
|
19 |
4 |
p. IFC-
1 p.
|
artikel
|
| 10 |
Empirical identification of the major facets of Conscientiousness
|
MacCann, Carolyn
|
|
2009
|
19 |
4 |
p. 451-458
8 p.
|
artikel
|
| 11 |
Expectations and recall of texts: The more able–more difficult effect
|
Moè, Angelica
|
|
2009
|
19 |
4 |
p. 609-614
6 p.
|
artikel
|
| 12 |
How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence
|
Schwinger, Malte
|
|
2009
|
19 |
4 |
p. 621-627
7 p.
|
artikel
|
| 13 |
Improving early phoneme skills with a computer program: Differential effects of regulatory skills
|
Kegel, Cornelia A.T.
|
|
2009
|
19 |
4 |
p. 549-554
6 p.
|
artikel
|
| 14 |
Individual differences in dynamic measures of verbal learning abilities in young twin pairs and their older siblings
|
van Soelen, Inge L.C.
|
|
2009
|
19 |
4 |
p. 440-444
5 p.
|
artikel
|
| 15 |
Individual differences in spatial text processing: High spatial ability can compensate for spatial working memory interference
|
Meneghetti, Chiara
|
|
2009
|
19 |
4 |
p. 577-589
13 p.
|
artikel
|
| 16 |
Intellectual competence and academic performance: A Spanish study
|
Chamorro-Premuzic, Tomas
|
|
2009
|
19 |
4 |
p. 486-491
6 p.
|
artikel
|
| 17 |
Learning from multimedia presentations: Facilitation function of animations and spatial abilities
|
Münzer, Stefan
|
|
2009
|
19 |
4 |
p. 481-485
5 p.
|
artikel
|
| 18 |
Mainly Openness: The relationship between the Big Five personality traits and learning approaches
|
Chamorro-Premuzic, Tomas
|
|
2009
|
19 |
4 |
p. 524-529
6 p.
|
artikel
|
| 19 |
Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities?
|
Stock, Pieter
|
|
2009
|
19 |
4 |
p. 419-422
4 p.
|
artikel
|
| 20 |
Middle grade students' performances in translating among representations of fractions: A Turkish perspective
|
Kurt, Gonul
|
|
2009
|
19 |
4 |
p. 404-410
7 p.
|
artikel
|
| 21 |
Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model
|
Delisle, Marie-Noëlle
|
|
2009
|
19 |
4 |
p. 468-475
8 p.
|
artikel
|
| 22 |
Relative expertise in an everyday reasoning task: Epistemic understanding, problem representation, and reasoning competence
|
Weinstock, Michael
|
|
2009
|
19 |
4 |
p. 423-434
12 p.
|
artikel
|
| 23 |
Researching the psychology of cognitive style and learning style: Is there really a future?
|
Peterson, Elizabeth R.
|
|
2009
|
19 |
4 |
p. 518-523
6 p.
|
artikel
|
| 24 |
Research on action–emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students
|
De la Fuente, Jesús
|
|
2009
|
19 |
4 |
p. 567-576
10 p.
|
artikel
|
| 25 |
Response to fluency-oriented intervention of Dutch poor readers
|
Struiksma, Chris
|
|
2009
|
19 |
4 |
p. 541-548
8 p.
|
artikel
|
| 26 |
Self-efficacy beliefs and mental time travel ability: Uncovering a hidden relationship in educational settings
|
Eren, Altay
|
|
2009
|
19 |
4 |
p. 513-517
5 p.
|
artikel
|
| 27 |
Strategy selection for cognitive skill acquisition depends on task demands and working memory capacity
|
Hinze, Scott R.
|
|
2009
|
19 |
4 |
p. 590-595
6 p.
|
artikel
|
| 28 |
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population
|
Kornilova, Tatiana V.
|
|
2009
|
19 |
4 |
p. 596-608
13 p.
|
artikel
|
| 29 |
The cross-cultural generalizability of a new structural model of academic self-concepts
|
Brunner, Martin
|
|
2009
|
19 |
4 |
p. 387-403
17 p.
|
artikel
|
| 30 |
The effects of faking on non-cognitive predictors of academic performance in University students
|
Huws, Nia
|
|
2009
|
19 |
4 |
p. 476-480
5 p.
|
artikel
|
| 31 |
The importance of autonomy for rural Chinese children's motivation for learning
|
Zhou, Mingming
|
|
2009
|
19 |
4 |
p. 492-498
7 p.
|
artikel
|
| 32 |
The influence of achievement goal orientation on plagiarism
|
Koul, Ravinder
|
|
2009
|
19 |
4 |
p. 506-512
7 p.
|
artikel
|
| 33 |
The link between basing self-worth on academics and student performance depends on domain identification and academic setting
|
Lawrence, Jason S.
|
|
2009
|
19 |
4 |
p. 615-620
6 p.
|
artikel
|
| 34 |
Transition to school: The role of kindergarten children's behavior regulation
|
von Suchodoletz, Antje
|
|
2009
|
19 |
4 |
p. 561-566
6 p.
|
artikel
|
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