| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A comparison of high and low achieving students on self-regulated learning variables
|
DiFrancesca, Daniell
|
|
2016
|
45 |
C |
p. 228-236
9 p.
|
artikel
|
| 2 |
A componential model of reading in Chinese
|
Yeung, Pui-sze
|
|
2016
|
45 |
C |
p. 11-24
14 p.
|
artikel
|
| 3 |
An examination of pre-service teachers' attributions for students with specific learning difficulties
|
Woodcock, Stuart
|
|
2016
|
45 |
C |
p. 252-259
8 p.
|
artikel
|
| 4 |
Another look at the Spearman's hypothesis and relationship between Digit Span and General Mental Ability
|
Ganzach, Yoav
|
|
2016
|
45 |
C |
p. 128-132
5 p.
|
artikel
|
| 5 |
Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates
|
González, Antonio
|
|
2016
|
45 |
C |
p. 214-221
8 p.
|
artikel
|
| 6 |
Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
|
Hagger, Martin S.
|
|
2016
|
45 |
C |
p. 166-175
10 p.
|
artikel
|
| 7 |
Are there sex differences in the Wechsler Intelligence Scale for Children — Forth Edition?
|
Pezzuti, Lina
|
|
2016
|
45 |
C |
p. 307-312
6 p.
|
artikel
|
| 8 |
Can it be good to set the bar high? The role of motivational regulation in moderating the link from high standards to academic well-being
|
Nguyen, Thuy-vy T.
|
|
2016
|
45 |
C |
p. 245-251
7 p.
|
artikel
|
| 9 |
Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success
|
Gaias, Larissa Michelle
|
|
2016
|
45 |
C |
p. 199-207
9 p.
|
artikel
|
| 10 |
Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects
|
Douglas, Heather E.
|
|
2016
|
45 |
C |
p. 268-274
7 p.
|
artikel
|
| 11 |
Does attention training work? A selective meta-analysis to explore the effects of attention training and moderators
|
Peng, Peng
|
|
2016
|
45 |
C |
p. 77-87
11 p.
|
artikel
|
| 12 |
Does empathy predict (cyber) bullying perpetration, and how do age, gender and nationality affect this relationship?
|
Del Rey, Rosario
|
|
2016
|
45 |
C |
p. 275-281
7 p.
|
artikel
|
| 13 |
Do Infant Temperament Characteristics Predict Core Academic Abilities in Preschool-Aged Children?
|
Gartstein, Maria A.
|
|
2016
|
45 |
C |
p. 299-306
8 p.
|
artikel
|
| 14 |
Do you have an opportunity or an obligation to score well? The influence of regulatory focus on academic test performance
|
Rosenzweig, Emily Q.
|
|
2016
|
45 |
C |
p. 114-127
14 p.
|
artikel
|
| 15 |
Editorial Board
|
|
|
2016
|
45 |
C |
p. ii-
1 p.
|
artikel
|
| 16 |
Effects of L1 and L2 glosses on incidental vocabulary acquisition and lexical representations
|
Choi, Sungmook
|
|
2016
|
45 |
C |
p. 137-143
7 p.
|
artikel
|
| 17 |
Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French
|
Guay, Frédéric
|
|
2016
|
45 |
C |
p. 291-298
8 p.
|
artikel
|
| 18 |
Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students
|
Little, Callie W.
|
|
2016
|
45 |
C |
p. 25-32
8 p.
|
artikel
|
| 19 |
Helpful or unhelpful? Self-affirmation on challenge-confronting tendencies for students who fear being laughed at
|
Liu, Cheng-Hong
|
|
2016
|
45 |
C |
p. 43-52
10 p.
|
artikel
|
| 20 |
How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes
|
Oslund, Eric L.
|
|
2016
|
45 |
C |
p. 159-165
7 p.
|
artikel
|
| 21 |
Intuition and analytic processes in probabilistic reasoning: The role of time pressure
|
Furlan, Sarah
|
|
2016
|
45 |
C |
p. 1-10
10 p.
|
artikel
|
| 22 |
It's getting bigger all the time: Estimating the Flynn effect from secular brain mass increases in Britain and Germany
|
Woodley of Menie, Michael A.
|
|
2016
|
45 |
C |
p. 95-100
6 p.
|
artikel
|
| 23 |
Knowledge gaps on objects about which little is known: Lack of knowledge leads to questioning on basic levels of an ontological branch
|
Otero, José
|
|
2016
|
45 |
C |
p. 193-198
6 p.
|
artikel
|
| 24 |
Learning different allographs through handwriting: The impact on letter knowledge and reading acquisition
|
Bara, Florence
|
|
2016
|
45 |
C |
p. 88-94
7 p.
|
artikel
|
| 25 |
Lexical stress awareness and orthographic stress in Spanish
|
Gutiérrez-Palma, Nicolás
|
|
2016
|
45 |
C |
p. 144-150
7 p.
|
artikel
|
| 26 |
Linking counter-knowledge to goal orientation through an unlearning context — A study from a Spanish University
|
Cegarra-Navarro, Juan-Gabriel
|
|
2016
|
45 |
C |
p. 260-267
8 p.
|
artikel
|
| 27 |
Mindset and standardized testing over time
|
McCutchen, Krystal L.
|
|
2016
|
45 |
C |
p. 208-213
6 p.
|
artikel
|
| 28 |
On general mental ability, digit span and Spearman's hypothesis
|
Ganzach, Yoav
|
|
2016
|
45 |
C |
p. 135-136
2 p.
|
artikel
|
| 29 |
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades
|
Stutz, Franziska
|
|
2016
|
45 |
C |
p. 101-113
13 p.
|
artikel
|
| 30 |
Response to: Another look at the Spearman's hypothesis and relationship between digit span and General Mental Ability
|
David, Hanna
|
|
2016
|
45 |
C |
p. 133-134
2 p.
|
artikel
|
| 31 |
Sex difference in spatial ability for college students and exploration of measurement invariance
|
Xu, Xiaoying
|
|
2016
|
45 |
C |
p. 176-184
9 p.
|
artikel
|
| 32 |
Singapore primary and secondary students' motivated approaches for learning: A validation study
|
Choy, Doris
|
|
2016
|
45 |
C |
p. 282-290
9 p.
|
artikel
|
| 33 |
Socio-economic, cultural, social, and cognitive aspects of family background and the biology competency of ninth-graders in Germany
|
Akukwe, Bettina
|
|
2016
|
45 |
C |
p. 185-192
8 p.
|
artikel
|
| 34 |
Special education students in transition to further education: A four-year register-based follow-up study in Finland
|
Kirjavainen, Tanja
|
|
2016
|
45 |
C |
p. 33-42
10 p.
|
artikel
|
| 35 |
Students' interpersonal relationships, personal best (PB) goals, and academic engagement
|
Collie, Rebecca J.
|
|
2016
|
45 |
C |
p. 65-76
12 p.
|
artikel
|
| 36 |
The effectiveness of increased support in reading and its relationship to teachers' affect and children's motivation
|
Silinskas, Gintautas
|
|
2016
|
45 |
C |
p. 53-64
12 p.
|
artikel
|
| 37 |
The role of personal best (PB) goal setting in students' academic achievement gains
|
Martin, Andrew J.
|
|
2016
|
45 |
C |
p. 222-227
6 p.
|
artikel
|
| 38 |
Utility of reading — Predictor of reading achievement?
|
Schoor, Cornelia
|
|
2016
|
45 |
C |
p. 151-158
8 p.
|
artikel
|
| 39 |
When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school
|
Shim, Sungok Serena
|
|
2016
|
45 |
C |
p. 237-244
8 p.
|
artikel
|
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