| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
ADHD and academic attainment: Is there an advantage in impulsivity?
|
Tymms, Peter
|
|
2011
|
21 |
6 |
p. 753-758
6 p.
|
artikel
|
| 2 |
Are success and failure experiences equally motivational? An investigation of regulatory focus and feedback
|
Shu, Tse-Mei
|
|
2011
|
21 |
6 |
p. 724-727
4 p.
|
artikel
|
| 3 |
A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale
|
Zhang, Xiao
|
|
2011
|
21 |
6 |
p. 690-698
9 p.
|
artikel
|
| 4 |
Dangerous mindsets: How beliefs about intelligence predict motivational change
|
Haimovitz, Kyla
|
|
2011
|
21 |
6 |
p. 747-752
6 p.
|
artikel
|
| 5 |
Editorial Board
|
|
|
2011
|
21 |
6 |
p. ii-
1 p.
|
artikel
|
| 6 |
Executive function effects and numerical development in children: Behavioural and ERP evidence from a numerical Stroop paradigm
|
Soltész, Fruzsina
|
|
2011
|
21 |
6 |
p. 662-671
10 p.
|
artikel
|
| 7 |
Gender, BMI, values, and learning in physical education: A study on Chinese middle schoolers
|
Ding, Haiyong
|
|
2011
|
21 |
6 |
p. 771-778
8 p.
|
artikel
|
| 8 |
Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study
|
Ansari, Daniel
|
|
2011
|
21 |
6 |
p. 636-643
8 p.
|
artikel
|
| 9 |
Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing
|
Gullick, Margaret M.
|
|
2011
|
21 |
6 |
p. 644-654
11 p.
|
artikel
|
| 10 |
Inter-parietal white matter development predicts numerical performance in young children
|
Cantlon, Jessica F.
|
|
2011
|
21 |
6 |
p. 672-680
9 p.
|
artikel
|
| 11 |
Introduction to a special section of learning and individual differences: Educational neuroscience
|
Vander Wyk, Brent C.
|
|
2011
|
21 |
6 |
p. 633-635
3 p.
|
artikel
|
| 12 |
Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students
|
Kleitman, Sabina
|
|
2011
|
21 |
6 |
p. 728-735
8 p.
|
artikel
|
| 13 |
Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement
|
Hülür, Gizem
|
|
2011
|
21 |
6 |
p. 742-746
5 p.
|
artikel
|
| 14 |
Prevention of self-handicapping — The protective function of mastery goals
|
Schwinger, Malte
|
|
2011
|
21 |
6 |
p. 699-709
11 p.
|
artikel
|
| 15 |
Pubertal development of the understanding of social emotions: Implications for education
|
Burnett, Stephanie
|
|
2011
|
21 |
6 |
p. 681-689
9 p.
|
artikel
|
| 16 |
Relationships between executive functioning and homework difficulties in students with and without autism spectrum disorder: An analysis of student- and parent-reports
|
Endedijk, Hinke
|
|
2011
|
21 |
6 |
p. 765-770
6 p.
|
artikel
|
| 17 |
Role of academic self-efficacy in moderating the relation between task importance and test anxiety
|
Nie, Youyan
|
|
2011
|
21 |
6 |
p. 736-741
6 p.
|
artikel
|
| 18 |
The etiology of mathematical self-evaluation and mathematics achievement: Understanding the relationship using a cross-lagged twin study from ages 9 to 12
|
Luo, Yu L.L.
|
|
2011
|
21 |
6 |
p. 710-718
9 p.
|
artikel
|
| 19 |
The impact of working memory training in young people with social, emotional and behavioural difficulties
|
Roughan, Laura
|
|
2011
|
21 |
6 |
p. 759-764
6 p.
|
artikel
|
| 20 |
The role of visuo-spatial abilities in recall of spatial descriptions: A mediation model
|
Meneghetti, Chiara
|
|
2011
|
21 |
6 |
p. 719-723
5 p.
|
artikel
|
| 21 |
Updating Working Memory and arithmetical attainment in school
|
Iuculano, Teresa
|
|
2011
|
21 |
6 |
p. 655-661
7 p.
|
artikel
|
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