| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic performance and satisfaction with homework completion among college students
|
Bembenutty, Héfer
|
|
2013
|
24 |
C |
p. 83-88
6 p.
|
artikel
|
| 2 |
Achievement goals, study strategies, and achievement: A test of the “learning agenda” framework
|
Senko, Corwin
|
|
2013
|
24 |
C |
p. 1-10
10 p.
|
artikel
|
| 3 |
A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read
|
Neugebauer, Sabina Rak
|
|
2013
|
24 |
C |
p. 152-159
8 p.
|
artikel
|
| 4 |
A multivariate model of physics problem solving
|
Taasoobshirazi, Gita
|
|
2013
|
24 |
C |
p. 53-62
10 p.
|
artikel
|
| 5 |
A multivariate twin study of early literacy in Japanese kana
|
Fujisawa, Keiko K.
|
|
2013
|
24 |
C |
p. 160-167
8 p.
|
artikel
|
| 6 |
An account of performance in accessing information stored in long-term memory. A fixed-links model approach
|
Altmeyer, Michael
|
|
2013
|
24 |
C |
p. 126-133
8 p.
|
artikel
|
| 7 |
Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006
|
Ozel, Murat
|
|
2013
|
24 |
C |
p. 73-82
10 p.
|
artikel
|
| 8 |
A Spanish version of the short Mathematics Anxiety Rating Scale (sMARS)
|
Núñez-Peña, M. Isabel
|
|
2013
|
24 |
C |
p. 204-210
7 p.
|
artikel
|
| 9 |
A test of contemporary misconceptions in psychology
|
Gardner, Rick M.
|
|
2013
|
24 |
C |
p. 211-215
5 p.
|
artikel
|
| 10 |
Cognitive and non-cognitive predictors of college readiness and performance: Role of academic discipline
|
Komarraju, Meera
|
|
2013
|
24 |
C |
p. 103-109
7 p.
|
artikel
|
| 11 |
Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders
|
Kieffer, Michael J.
|
|
2013
|
24 |
C |
p. 168-175
8 p.
|
artikel
|
| 12 |
Development and validation of the Relationship and Motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence
|
Raufelder, Diana
|
|
2013
|
24 |
C |
p. 182-189
8 p.
|
artikel
|
| 13 |
Editorial Board
|
|
|
2013
|
24 |
C |
p. ii-
1 p.
|
artikel
|
| 14 |
Explaining altruistic sharing in the dictator game: The role of affective empathy, cognitive empathy, and justice sensitivity
|
Edele, Aileen
|
|
2013
|
24 |
C |
p. 96-102
7 p.
|
artikel
|
| 15 |
Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach
|
Pishghadam, Reza
|
|
2013
|
24 |
C |
p. 176-181
6 p.
|
artikel
|
| 16 |
PISA proficiency scores predict educational outcomes
|
Fischbach, Antoine
|
|
2013
|
24 |
C |
p. 63-72
10 p.
|
artikel
|
| 17 |
Predictors of academic performance and school engagement — Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches
|
Moreira, Paulo A.S.
|
|
2013
|
24 |
C |
p. 117-125
9 p.
|
artikel
|
| 18 |
Profiles of the sources of science self-efficacy
|
Chen, Jason A.
|
|
2013
|
24 |
C |
p. 11-21
11 p.
|
artikel
|
| 19 |
Social relationships and motivation in secondary school: Four different motivation types
|
Raufelder, Diana
|
|
2013
|
24 |
C |
p. 89-95
7 p.
|
artikel
|
| 20 |
Test anxiety in written and oral examinations
|
Sparfeldt, Jörn R.
|
|
2013
|
24 |
C |
p. 198-203
6 p.
|
artikel
|
| 21 |
The influence of experiencing success in math on math anxiety, perceived math competence, and math performance
|
Jansen, Brenda R.J.
|
|
2013
|
24 |
C |
p. 190-197
8 p.
|
artikel
|
| 22 |
The joint role of spatial ability and imagery strategy in sustaining the learning of spatial descriptions under spatial interference
|
Meneghetti, Chiara
|
|
2013
|
24 |
C |
p. 32-41
10 p.
|
artikel
|
| 23 |
The role of executive functions in numerical magnitude skills
|
Kolkman, Meijke E.
|
|
2013
|
24 |
C |
p. 145-151
7 p.
|
artikel
|
| 24 |
The role of verbal and performance intelligence in children's strategy selection and execution
|
Luwel, Koen
|
|
2013
|
24 |
C |
p. 134-138
5 p.
|
artikel
|
| 25 |
The roles of autonomy support and harmonious and obsessive passions in educational persistence
|
Bonneville-Roussy, Arielle
|
|
2013
|
24 |
C |
p. 22-31
10 p.
|
artikel
|
| 26 |
Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity
|
Schweizer, Fabian
|
|
2013
|
24 |
C |
p. 42-52
11 p.
|
artikel
|
| 27 |
When spatial and temporal contiguities help the integration in working memory: “A multimedia learning” approach
|
Mammarella, Nicola
|
|
2013
|
24 |
C |
p. 139-144
6 p.
|
artikel
|
| 28 |
Work values and college major choice
|
Balsamo, Michela
|
|
2013
|
24 |
C |
p. 110-116
7 p.
|
artikel
|
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