| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement motivation and knowledge development during exploratory learning
|
DeCaro, Daniel A.
|
|
2015
|
37 |
C |
p. 13-26
14 p.
|
artikel
|
| 2 |
Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender
|
Denton, Carolyn A.
|
|
2015
|
37 |
C |
p. 81-95
15 p.
|
artikel
|
| 3 |
Can girls think spatially? Influence of implicit gender stereotype activation and rotational axis on fourth graders' mental-rotation performance
|
Neuburger, Sarah
|
|
2015
|
37 |
C |
p. 169-175
7 p.
|
artikel
|
| 4 |
Construct and incremental validity of dynamic assessment of decoding within and across domains
|
Cho, Eunsoo
|
|
2015
|
37 |
C |
p. 183-196
14 p.
|
artikel
|
| 5 |
Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic?
|
Vanbinst, Kiran
|
|
2015
|
37 |
C |
p. 153-160
8 p.
|
artikel
|
| 6 |
Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity
|
Wilson, Anna J.
|
|
2015
|
37 |
C |
p. 118-132
15 p.
|
artikel
|
| 7 |
Editorial Board
|
|
|
2015
|
37 |
C |
p. ii-
1 p.
|
artikel
|
| 8 |
Examining boredom: Different causes for different coping profiles
|
Daniels, Lia M.
|
|
2015
|
37 |
C |
p. 255-261
7 p.
|
artikel
|
| 9 |
Expanding the concept of belonging in academic domains: Development and validation of the Ability Uncertainty Scale
|
Lewis, Karyn L.
|
|
2015
|
37 |
C |
p. 197-202
6 p.
|
artikel
|
| 10 |
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
|
Guo, Jiesi
|
|
2015
|
37 |
C |
p. 161-168
8 p.
|
artikel
|
| 11 |
Gender differences in latent cognitive abilities and education links with g in Italian elders
|
Tommasi, Marco
|
|
2015
|
37 |
C |
p. 276-282
7 p.
|
artikel
|
| 12 |
Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average
|
Feldman, David B.
|
|
2015
|
37 |
C |
p. 210-216
7 p.
|
artikel
|
| 13 |
How an early transition to high-ability secondary schools affects students' academic self-concept: Contrast effects, assimilation effects, and differential stability
|
Arens, A. Katrin
|
|
2015
|
37 |
C |
p. 64-71
8 p.
|
artikel
|
| 14 |
Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention
|
Dulaney, Alana
|
|
2015
|
37 |
C |
p. 55-63
9 p.
|
artikel
|
| 15 |
Judging students' self-concepts within 30s? Investigating judgement accuracy in a zero-acquaintance situation
|
Praetorius, Anna-Katharina
|
|
2015
|
37 |
C |
p. 231-236
6 p.
|
artikel
|
| 16 |
Kindergarten predictors of third grade writing
|
Kim, Young-Suk
|
|
2015
|
37 |
C |
p. 27-37
11 p.
|
artikel
|
| 17 |
Metacognition and motivation: Links between confidence, self-protection and self-enhancement
|
Jiang, Yixin
|
|
2015
|
37 |
C |
p. 222-230
9 p.
|
artikel
|
| 18 |
Mood and personality predict improvement in creativity due to meditation training
|
Ding, Xiaoqian
|
|
2015
|
37 |
C |
p. 217-221
5 p.
|
artikel
|
| 19 |
Parents' SES vs. parental educational behavior and children's development: A reanalysis of the Hart and Risley study
|
Rindermann, Heiner
|
|
2015
|
37 |
C |
p. 133-138
6 p.
|
artikel
|
| 20 |
Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes
|
Goda, Yoshiko
|
|
2015
|
37 |
C |
p. 72-80
9 p.
|
artikel
|
| 21 |
Relations between the Big Five personality traits of prospective early childhood pedagogues and their beliefs about the education of preschool children: Evidence from a German study
|
Smidt, Wilfried
|
|
2015
|
37 |
C |
p. 96-106
11 p.
|
artikel
|
| 22 |
Social and study related stressors and resources among university entrants: Effects on well-being and academic performance
|
Pluut, Helen
|
|
2015
|
37 |
C |
p. 262-268
7 p.
|
artikel
|
| 23 |
The effects of regret on internalization of academic motivation: A longitudinal study
|
Goto, Takayuki
|
|
2015
|
37 |
C |
p. 241-248
8 p.
|
artikel
|
| 24 |
The Explaining Conflicting Scientific Claims (ECSC) Questionnaire: Measuring Laypersons’ explanations for conflicts in science
|
Thomm, Eva
|
|
2015
|
37 |
C |
p. 139-152
14 p.
|
artikel
|
| 25 |
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school
|
Costa, Ana
|
|
2015
|
37 |
C |
p. 38-47
10 p.
|
artikel
|
| 26 |
The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations
|
Chen, Wei-Wen
|
|
2015
|
37 |
C |
p. 48-54
7 p.
|
artikel
|
| 27 |
The relationship between mood experienced during an exam, proneness to frustration and neuroticism
|
Zajenkowska, Anna
|
|
2015
|
37 |
C |
p. 237-240
4 p.
|
artikel
|
| 28 |
The role of parental control in predicting school achievement independent of intelligence
|
Su, Ying
|
|
2015
|
37 |
C |
p. 203-209
7 p.
|
artikel
|
| 29 |
The survey effect: Does administering surveys affect trainees' behavior?
|
Sitzmann, Traci
|
|
2015
|
37 |
C |
p. 1-12
12 p.
|
artikel
|
| 30 |
Third graders’ verbal reports of multiplication strategy use: How valid are they?
|
Reed, Helen C.
|
|
2015
|
37 |
C |
p. 107-117
11 p.
|
artikel
|
| 31 |
Why do high working memory individuals choke? An examination of choking under pressure effects in math from a self-improvement perspective
|
Smeding, Annique
|
|
2015
|
37 |
C |
p. 176-182
7 p.
|
artikel
|
| 32 |
Willingness to communicate of EFL learners in Turkish context
|
Öz, Hüseyin
|
|
2015
|
37 |
C |
p. 269-275
7 p.
|
artikel
|
| 33 |
Within-teacher differences in one-to-one teacher–student interactions in instrumental music lessons
|
Kupers, Elisa
|
|
2015
|
37 |
C |
p. 283-289
7 p.
|
artikel
|
| 34 |
Work ethic as a predictor of task persistence and intensity
|
Meriac, John P.
|
|
2015
|
37 |
C |
p. 249-254
6 p.
|
artikel
|
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