| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Age differences in path learning: The role of interference in updating spatial information
|
Zancada-Menendez, C.
|
|
2015
|
38 |
C |
p. 83-89
7 p.
|
artikel
|
| 2 |
A specific misconception of the equal sign acts as a barrier to children's learning of early algebra
|
Byrd, Caroline E.
|
|
2015
|
38 |
C |
p. 61-67
7 p.
|
artikel
|
| 3 |
Cognitive flexibility in healthy students is affected by fatigue: An experimental study
|
Plukaard, Sarah
|
|
2015
|
38 |
C |
p. 18-25
8 p.
|
artikel
|
| 4 |
Construct validity of measures of goal orientation in the approach–avoidance network
|
Scott, Mark David
|
|
2015
|
38 |
C |
p. 151-157
7 p.
|
artikel
|
| 5 |
Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy
|
McIlroy, David
|
|
2015
|
38 |
C |
p. 1-9
9 p.
|
artikel
|
| 6 |
Does cognitive style diversity affect performance in dyadic student teams?
|
Vanderheyden, Karlien
|
|
2015
|
38 |
C |
p. 143-150
8 p.
|
artikel
|
| 7 |
Editorial Board
|
|
|
2015
|
38 |
C |
p. ii-
1 p.
|
artikel
|
| 8 |
Effect of negative peer climate on the development of autonomous motivation in mathematics
|
Reindl, Marion
|
|
2015
|
38 |
C |
p. 68-75
8 p.
|
artikel
|
| 9 |
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
|
Kim, Do-Hong
|
|
2015
|
38 |
C |
p. 136-142
7 p.
|
artikel
|
| 10 |
Facilitating recognition of spatial structures through animation and the role of mental rotation ability
|
Münzer, Stefan
|
|
2015
|
38 |
C |
p. 76-82
7 p.
|
artikel
|
| 11 |
Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment
|
Vasileva-Stojanovska, Tatjana
|
|
2015
|
38 |
C |
p. 127-135
9 p.
|
artikel
|
| 12 |
Individual differences in incidental language learning: Phonological working memory, learning styles, and personality
|
Grey, Sarah
|
|
2015
|
38 |
C |
p. 44-53
10 p.
|
artikel
|
| 13 |
Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning
|
Fryer, Luke K.
|
|
2015
|
38 |
C |
p. 107-114
8 p.
|
artikel
|
| 14 |
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters
|
Martin, Andrew J.
|
|
2015
|
38 |
C |
p. 26-35
10 p.
|
artikel
|
| 15 |
The development of (non-)symbolic comparison skills throughout kindergarten and their relations with basic mathematical skills
|
Toll, Sylke W.M.
|
|
2015
|
38 |
C |
p. 10-17
8 p.
|
artikel
|
| 16 |
The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review
|
Peterson, Elizabeth R.
|
|
2015
|
38 |
C |
p. 115-122
8 p.
|
artikel
|
| 17 |
The effects of persuasive and expository text on metacognitive monitoring and control
|
Dinsmore, Daniel L.
|
|
2015
|
38 |
C |
p. 54-60
7 p.
|
artikel
|
| 18 |
The impact of adolescents' self-efficacy and self-regulated goal attainment processes on school performance — Do gender and test anxiety matter?
|
Schnell, Kerstin
|
|
2015
|
38 |
C |
p. 90-98
9 p.
|
artikel
|
| 19 |
The longitudinal relationship between Chinese high school students' academic stress and academic motivation
|
Liu, Yangyang
|
|
2015
|
38 |
C |
p. 123-126
4 p.
|
artikel
|
| 20 |
The role of adaptability in promoting control and reducing failure dynamics: A mediation model
|
Martin, Andrew J.
|
|
2015
|
38 |
C |
p. 36-43
8 p.
|
artikel
|
| 21 |
Variation in students' propensities for managing uncertainty
|
Jordan, Michelle E.
|
|
2015
|
38 |
C |
p. 99-106
8 p.
|
artikel
|
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