| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An assessment of the factor structure and factorial invariance of scores from the Readiness to Learn scale
|
Smith, Thomas J.
|
|
2016
|
49 |
C |
p. 230-236
7 p.
|
artikel
|
| 2 |
An international comparison of students' ability to endure fatigue and maintain motivation during a low-stakes test
|
Borgonovi, Francesca
|
|
2016
|
49 |
C |
p. 128-137
10 p.
|
artikel
|
| 3 |
Assessing perfectionism in children and adolescents: Psychometric properties of the Almost Perfect Scale Revised
|
Sastre-Riba, Sylvia
|
|
2016
|
49 |
C |
p. 386-392
7 p.
|
artikel
|
| 4 |
Can a self-regulated strategy intervention close the achievement gap? Exploring a classroom-based intervention in 9th grade earth science
|
Andrzejewski, Carey E.
|
|
2016
|
49 |
C |
p. 85-99
15 p.
|
artikel
|
| 5 |
Children's multiplication and division shortcuts: Increasing shortcut use depends on how the shortcuts are evaluated
|
Robinson, Katherine M.
|
|
2016
|
49 |
C |
p. 297-304
8 p.
|
artikel
|
| 6 |
Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback
|
Fong, Carlton J.
|
|
2016
|
49 |
C |
p. 393-399
7 p.
|
artikel
|
| 7 |
Developmental trajectories of calculation and word problem solving from third to fifth grade
|
Mädamürk, Kaja
|
|
2016
|
49 |
C |
p. 151-161
11 p.
|
artikel
|
| 8 |
Differential predictors of under-confidence and over-confidence for mathematics and science students in England
|
Sheldrake, Richard
|
|
2016
|
49 |
C |
p. 305-313
9 p.
|
artikel
|
| 9 |
Dynamic testing and transfer: An examination of children's problem-solving strategies
|
Resing, Wilma C.M.
|
|
2016
|
49 |
C |
p. 110-119
10 p.
|
artikel
|
| 10 |
Editorial Board
|
|
|
2016
|
49 |
C |
p. ii-
1 p.
|
artikel
|
| 11 |
Effects of extreme prematurity on numerical skills and executive function in kindergarten children: An application of partially ordered classification modeling
|
Tatsuoka, Curtis
|
|
2016
|
49 |
C |
p. 332-340
9 p.
|
artikel
|
| 12 |
Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles
|
Kikas, Eve
|
|
2016
|
49 |
C |
p. 270-277
8 p.
|
artikel
|
| 13 |
Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being
|
Grunschel, Carola
|
|
2016
|
49 |
C |
p. 162-170
9 p.
|
artikel
|
| 14 |
Examining heterogeneity in student metacognition: A factor mixture analysis
|
Ning, Hoi Kwan
|
|
2016
|
49 |
C |
p. 373-377
5 p.
|
artikel
|
| 15 |
Feeling of knowing and over-claiming in students from secondary school to university
|
Clariana, Mercè
|
|
2016
|
49 |
C |
p. 421-427
7 p.
|
artikel
|
| 16 |
Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory
|
Sun, He
|
|
2016
|
49 |
C |
p. 287-296
10 p.
|
artikel
|
| 17 |
From text to graphical summary: A product- and process oriented assessment to explore the development in fifth and sixth graders' dynamic construction
|
Merchie, Emmelien
|
|
2016
|
49 |
C |
p. 348-360
13 p.
|
artikel
|
| 18 |
How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels
|
García, Trinidad
|
|
2016
|
49 |
C |
p. 25-31
7 p.
|
artikel
|
| 19 |
Individual differences in Kindergarten through Grade 2 fluency relations
|
Sáez, Leilani
|
|
2016
|
49 |
C |
p. 100-109
10 p.
|
artikel
|
| 20 |
Inducing false memories by manipulating memory self-efficacy
|
Iacullo, Vittorio M.
|
|
2016
|
49 |
C |
p. 237-244
8 p.
|
artikel
|
| 21 |
Is it always good to provide positive feedback to students? The moderating effects of culture and regulatory focus
|
Shu, Tse-Mei
|
|
2016
|
49 |
C |
p. 171-177
7 p.
|
artikel
|
| 22 |
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement
|
Schuitema, Jaap
|
|
2016
|
49 |
C |
p. 32-45
14 p.
|
artikel
|
| 23 |
Major psychological dimensions of cross-cultural differences: Nastiness, Social Awareness/Morality, Religiosity and broad Conservatism/Liberalism
|
Stankov, Lazar
|
|
2016
|
49 |
C |
p. 138-150
13 p.
|
artikel
|
| 24 |
Mental representations derived from navigation: The role of visuo-spatial abilities and working memory
|
Meneghetti, Chiara
|
|
2016
|
49 |
C |
p. 314-322
9 p.
|
artikel
|
| 25 |
Motivation and academic performance among first-graders: A person-oriented approach
|
Viljaranta, Jaana
|
|
2016
|
49 |
C |
p. 366-372
7 p.
|
artikel
|
| 26 |
Motivation for reading among struggling middle school readers: A mixed methods study
|
Louick, Rebecca
|
|
2016
|
49 |
C |
p. 260-269
10 p.
|
artikel
|
| 27 |
Need for cognitive closure may impede the effectiveness of epistemic belief instruction
|
Rosman, Tom
|
|
2016
|
49 |
C |
p. 406-413
8 p.
|
artikel
|
| 28 |
Perception of parenting styles and academic achievement: The mediating role of goal orientations
|
Diaconu-Gherasim, Loredana R.
|
|
2016
|
49 |
C |
p. 378-385
8 p.
|
artikel
|
| 29 |
Personal initiative in middle childhood: Conceptualization and measurement development
|
Wollny, Anna
|
|
2016
|
49 |
C |
p. 59-73
15 p.
|
artikel
|
| 30 |
Predicting Complex Problem Solving and school grades with working memory and ability self-concept
|
Meißner, Anja
|
|
2016
|
49 |
C |
p. 323-331
9 p.
|
artikel
|
| 31 |
Predicting responsiveness to intervention in dyslexia using dynamic assessment
|
Aravena, Sebastián
|
|
2016
|
49 |
C |
p. 209-215
7 p.
|
artikel
|
| 32 |
Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities
|
Yotyodying, Sittipan
|
|
2016
|
49 |
C |
p. 74-84
11 p.
|
artikel
|
| 33 |
Rationality and the reflective mind: A case for typical performance measure of cognitive ability
|
Ganuthula, Venkat Ram Reddy
|
|
2016
|
49 |
C |
p. 216-223
8 p.
|
artikel
|
| 34 |
Reliability and validity evidence for the Self-Directed Learning Scale (SDLS)
|
Zhoc, Karen C.H.
|
|
2016
|
49 |
C |
p. 245-250
6 p.
|
artikel
|
| 35 |
Role of executive functioning and home environment in early reading development
|
Segers, Eliane
|
|
2016
|
49 |
C |
p. 251-259
9 p.
|
artikel
|
| 36 |
Scientific reasoning in kindergarten: Cognitive factors in experimentation and evidence evaluation
|
van der Graaf, Joep
|
|
2016
|
49 |
C |
p. 190-200
11 p.
|
artikel
|
| 37 |
Sedentary behavior and not physical activity predicts study progress in distance education
|
Gijselaers, Hieronymus J.M.
|
|
2016
|
49 |
C |
p. 224-229
6 p.
|
artikel
|
| 38 |
Skip a grade, learn more? Estimating the effects of grade skipping on students' language skills using propensity score matching
|
Gronostaj, Anna
|
|
2016
|
49 |
C |
p. 278-286
9 p.
|
artikel
|
| 39 |
Sounds enjoyable—Intrinsic task value regarding novel academic tasks
|
Gorges, Julia
|
|
2016
|
49 |
C |
p. 414-420
7 p.
|
artikel
|
| 40 |
Teachers' achievement goals and self-determination to engage in work tasks promoting educational innovations
|
Gorozidis, Georgios S.
|
|
2016
|
49 |
C |
p. 46-58
13 p.
|
artikel
|
| 41 |
Test anxiety among female college students and its relation to perceived parental academic expectations and differentiation of self
|
Peleg, Ora
|
|
2016
|
49 |
C |
p. 428-436
9 p.
|
artikel
|
| 42 |
Test interactivity is promising in promoting gender equity in females' pursuit of STEM careers
|
Jeng, Hi-Lian
|
|
2016
|
49 |
C |
p. 201-208
8 p.
|
artikel
|
| 43 |
The influence of IQ on pure discovery and guided discovery learning of a complex real-world task
|
DeDonno, Michael A.
|
|
2016
|
49 |
C |
p. 11-16
6 p.
|
artikel
|
| 44 |
The relationship among college students' psychological capital, learning empowerment, and engagement
|
You, Ji Won
|
|
2016
|
49 |
C |
p. 17-24
8 p.
|
artikel
|
| 45 |
The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia
|
Marks, Gary N.
|
|
2016
|
49 |
C |
p. 1-10
10 p.
|
artikel
|
| 46 |
Time pressure prevents relational learning
|
Chuderski, Adam
|
|
2016
|
49 |
C |
p. 361-365
5 p.
|
artikel
|
| 47 |
Type and strength of self-construal interact with the influence of anchoring heuristics in appraisals of self-efficacy
|
Dowd, Sara M.
|
|
2016
|
49 |
C |
p. 400-405
6 p.
|
artikel
|
| 48 |
Understanding genetic breast cancer risk: Processing loci of the BRCA Gist Intelligent Tutoring System
|
Wolfe, Christopher R.
|
|
2016
|
49 |
C |
p. 178-189
12 p.
|
artikel
|
| 49 |
Understanding school burnout: Does self-control matter?
|
Seibert, Gregory S.
|
|
2016
|
49 |
C |
p. 120-127
8 p.
|
artikel
|
| 50 |
When the row predicts the grade: Differences in marketing students' performance as a function of seating location
|
Pichierri, Marco
|
|
2016
|
49 |
C |
p. 437-441
5 p.
|
artikel
|
| 51 |
Working memory in children with specific learning disorders and/or attention deficits
|
Maehler, Claudia
|
|
2016
|
49 |
C |
p. 341-347
7 p.
|
artikel
|
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