| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accuracy of teachers' judgments of students' subjective well-being
|
Urhahne, Detlef
|
|
|
43 |
C |
p. 226-232
|
artikel
|
| 2 |
A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model
|
Baghaei, Purya
|
|
|
43 |
C |
p. 100-105
|
artikel
|
| 3 |
Cars or dolls? Influence of the stereotyped nature of the items on children's mental-rotation performance
|
Ruthsatz, V.
|
|
|
43 |
C |
p. 75-82
|
artikel
|
| 4 |
Child, home and institutional predictors of preschool vocabulary growth
|
van Druten-Frietman, Loes
|
|
|
43 |
C |
p. 92-99
|
artikel
|
| 5 |
Creativity slump and school transition stress: A sequential study from the perspective of the cognitive-relational theory of stress
|
He, Wu-jing
|
|
|
43 |
C |
p. 185-190
|
artikel
|
| 6 |
Differences in the reading–mathematics relationship: A multi-grade, multi-year statewide examination
|
Adelson, Jill L.
|
|
|
43 |
C |
p. 118-123
|
artikel
|
| 7 |
Effects of experimentally induced emotions on model-based reasoning
|
Ifenthaler, Dirk
|
|
|
43 |
C |
p. 191-198
|
artikel
|
| 8 |
Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities
|
Szumski, Grzegorz
|
|
|
43 |
C |
p. 63-74
|
artikel
|
| 9 |
Externalizing behaviors and learning from text in primary school students: The moderating role of mood
|
Scrimin, Sara
|
|
|
43 |
C |
p. 106-110
|
artikel
|
| 10 |
Feedback to know, to show, or both? A profile approach to the feedback process
|
Nakai, Yoshie
|
|
|
43 |
C |
p. 1-10
|
artikel
|
| 11 |
General versus specific achievement goals: A re-examination
|
Sparfeldt, Jörn R.
|
|
|
43 |
C |
p. 170-177
|
artikel
|
| 12 |
Honesty–humility in school: Exploring main and interaction effects on secondary school students' antisocial and prosocial behavior
|
Allgaier, Katharina
|
|
|
43 |
C |
p. 211-217
|
artikel
|
| 13 |
Individual variance in responsiveness to early computerized mathematics intervention
|
Salminen, Jonna B.
|
|
|
43 |
C |
p. 124-131
|
artikel
|
| 14 |
Influence of school environment on adolescents' creative potential, motivation and well-being
|
Besançon, Maud
|
|
|
43 |
C |
p. 178-184
|
artikel
|
| 15 |
Is conscientiousness positively or negatively related to intelligence? Insights from the national level
|
Zajenkowski, Marcin
|
|
|
43 |
C |
p. 199-203
|
artikel
|
| 16 |
Learning multiplication: An integrated analysis of the multiplication ability of primary school children and the difficulty of single digit and multidigit multiplication problems
|
van der Ven, Sanne H.G.
|
|
|
43 |
C |
p. 48-62
|
artikel
|
| 17 |
Motivation: A predictor of PISA's mathematical competence beyond intelligence and prior test achievement
|
Kriegbaum, Katharina
|
|
|
43 |
C |
p. 140-148
|
artikel
|
| 18 |
On the assessment of attitudes towards studying —Development and validation of a questionnaire
|
Brahm, Taiga
|
|
|
43 |
C |
p. 233-242
|
artikel
|
| 19 |
Perception of teachers and peers during adolescence: Does school self-concept matter? Results of a qualitative study
|
Bakadorova, Olga
|
|
|
43 |
C |
p. 218-225
|
artikel
|
| 20 |
Predictors of numeracy performance in undergraduate psychology, nursing and medical students
|
Thompson, Ross
|
|
|
43 |
C |
p. 132-139
|
artikel
|
| 21 |
PRELIM II (EDITORIAL BOARD)
|
|
|
|
43 |
C |
p. ii
|
artikel
|
| 22 |
Proficiency of FPPI and objective numeracy in assessing breast cancer risk estimation
|
Weil, Audrey M.
|
|
|
43 |
C |
p. 149-155
|
artikel
|
| 23 |
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement
|
León, Jaime
|
|
|
43 |
C |
p. 156-163
|
artikel
|
| 24 |
Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes
|
Huber, Sina A.
|
|
|
43 |
C |
p. 83-91
|
artikel
|
| 25 |
The effects of updating ability and knowledge of reading strategies on reading comprehension
|
Muijselaar, Marloes M.L.
|
|
|
43 |
C |
p. 111-117
|
artikel
|
| 26 |
The motivation to learn as a self-presentation tool among Swiss high school students: The moderating role of mastery goals' perceived social value on learning
|
Smeding, Annique
|
|
|
43 |
C |
p. 204-210
|
artikel
|
| 27 |
The relationship between learning and study strategies and big five personality traits among junior university student teachers
|
Kokkinos, Constantinos M.
|
|
|
43 |
C |
p. 39-47
|
artikel
|
| 28 |
Typical intellectual engagement and achievement in math and the sciences in secondary education
|
Schroeders, Ulrich
|
|
|
43 |
C |
p. 31-38
|
artikel
|
| 29 |
Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning
|
Vandevelde, Sabrina
|
|
|
43 |
C |
p. 11-30
|
artikel
|
| 30 |
Working memory and recollection contribute to academic achievement
|
Blankenship, Tashauna L.
|
|
|
43 |
C |
p. 164-169
|
artikel
|
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