| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Am I in the right place? Academic engagement and study success during the first years at university
|
Ketonen, Elina E.
|
|
2016
|
51 |
C |
p. 141-148
8 p.
|
artikel
|
| 2 |
A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories
|
Ayoub, Alaa Eldin A.
|
|
2016
|
51 |
C |
p. 11-18
8 p.
|
artikel
|
| 3 |
Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis
|
Zhang, Ying
|
|
2016
|
51 |
C |
p. 100-110
11 p.
|
artikel
|
| 4 |
Are teacher beliefs gender-related?
|
de Kraker-Pauw, Emmy
|
|
2016
|
51 |
C |
p. 333-340
8 p.
|
artikel
|
| 5 |
Bilingualism as a resource for foreign language learning of language minority students? Empirical evidence from a longitudinal study during primary and secondary school in Germany
|
Maluch, Jessica Tsimprea
|
|
2016
|
51 |
C |
p. 111-118
8 p.
|
artikel
|
| 6 |
Can personality traits modulate student engagement with learning and their attitude to employability?
|
Qureshi, Adam
|
|
2016
|
51 |
C |
p. 349-358
10 p.
|
artikel
|
| 7 |
Children's ability to learn a motor skill is related to handwriting and reading proficiency
|
Julius, Mona S.
|
|
2016
|
51 |
C |
p. 265-272
8 p.
|
artikel
|
| 8 |
Creative metacognition and self-ratings of creative performance: A 4-C perspective
|
Kaufman, James C.
|
|
2016
|
51 |
C |
p. 394-399
6 p.
|
artikel
|
| 9 |
Creativity at work as a joint function between openness to experience, need for cognition and organizational fairness
|
Madrid, Hector P.
|
|
2016
|
51 |
C |
p. 409-416
8 p.
|
artikel
|
| 10 |
Creativity: New directions in research and assessment
|
Preiss, David D.
|
|
2016
|
51 |
C |
p. 376-377
2 p.
|
artikel
|
| 11 |
Development and initial validation of the Literature Epistemic Cognition Scale (LECS)
|
Yukhymenko-Lescroart, Mariya A.
|
|
2016
|
51 |
C |
p. 242-248
7 p.
|
artikel
|
| 12 |
Difficulties of Polish students with dyslexia in reading and spelling in English as L2
|
Łockiewicz, Marta
|
|
2016
|
51 |
C |
p. 256-264
9 p.
|
artikel
|
| 13 |
Do award-winning experiences benefit students' creative self-efficacy and creativity? The moderated mediation effects of perceived school support for creativity
|
Chang, Shu-Hsuan
|
|
2016
|
51 |
C |
p. 291-298
8 p.
|
artikel
|
| 14 |
Domain-specificity of motivation: A longitudinal study in upper primary school
|
Hornstra, Lisette
|
|
2016
|
51 |
C |
p. 167-178
12 p.
|
artikel
|
| 15 |
Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?
|
Williams, Kate E.
|
|
2016
|
51 |
C |
p. 199-209
11 p.
|
artikel
|
| 16 |
Editorial Board
|
|
|
2016
|
51 |
C |
p. ii-
1 p.
|
artikel
|
| 17 |
Examining the influence of mind wandering and metacognition on creativity in university and vocational students
|
Preiss, David D.
|
|
2016
|
51 |
C |
p. 417-426
10 p.
|
artikel
|
| 18 |
Exploring the impact of cognitive style profiles on different learning approaches: Empirical evidence for adopting a person-centered perspective
|
Bouckenooghe, Dave
|
|
2016
|
51 |
C |
p. 299-306
8 p.
|
artikel
|
| 19 |
Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics
|
Arens, A. Katrin
|
|
2016
|
51 |
C |
p. 91-99
9 p.
|
artikel
|
| 20 |
Factor structure and measurement invariance of the Students' Self-report Checklist of Social and Learning Behaviour (SSL)
|
Lohbeck, Annette
|
|
2016
|
51 |
C |
p. 314-321
8 p.
|
artikel
|
| 21 |
Gender differences in mental rotation in Oman and Germany
|
Jansen, Petra
|
|
2016
|
51 |
C |
p. 284-290
7 p.
|
artikel
|
| 22 |
How science, technology, engineering, and mathematics project based learning affects high-need students in the U.S.
|
Han, Sunyoung
|
|
2016
|
51 |
C |
p. 157-166
10 p.
|
artikel
|
| 23 |
Hypermedia exploration stimulates multiperspective reasoning in elementary school children with high working memory capacity: A tablet computer study
|
Kornmann, Jessica
|
|
2016
|
51 |
C |
p. 273-283
11 p.
|
artikel
|
| 24 |
Individual differences in mind wandering while reading predict lower rates of analogical transfer
|
Storm, Benjamin C.
|
|
2016
|
51 |
C |
p. 427-432
6 p.
|
artikel
|
| 25 |
Intergenerational continuity in attitudes toward reading and reading behavior
|
Pfost, Maximilian
|
|
2016
|
51 |
C |
p. 179-188
10 p.
|
artikel
|
| 26 |
Learner characteristics and information processing in multimedia learning: A moderated mediation of the seductive details effect
|
Korbach, Andreas
|
|
2016
|
51 |
C |
p. 59-68
10 p.
|
artikel
|
| 27 |
Longitudinal relations between reading motivation and reading comprehension in the early elementary grades
|
Schiefele, Ulrich
|
|
2016
|
51 |
C |
p. 49-58
10 p.
|
artikel
|
| 28 |
Modesty Bias and the Attitude-Achievement Paradox Across Nations: A Reanalysis of TIMSS
|
Min, Inah
|
|
2016
|
51 |
C |
p. 359-366
8 p.
|
artikel
|
| 29 |
More than the eye of the beholder: The interplay of person, task, and situation factors in evaluative judgements of creativity
|
Birney, Damian P.
|
|
2016
|
51 |
C |
p. 400-408
9 p.
|
artikel
|
| 30 |
Multidimensionality vs. unitary of academic hardiness: An under explored issue…?
|
Karagiannopoulou, Evangelia
|
|
2016
|
51 |
C |
p. 149-156
8 p.
|
artikel
|
| 31 |
Phonological memory and aptitude components: Contributions to second language proficiency
|
Hummel, Kirsten M.
|
|
2016
|
51 |
C |
p. 249-255
7 p.
|
artikel
|
| 32 |
Predicting academic performance and trajectories from a measure of successful intelligence
|
Mandelman, Samuel D.
|
|
2016
|
51 |
C |
p. 387-393
7 p.
|
artikel
|
| 33 |
Prior knowledge determines interest in learning in physical education: A structural growth model perspective
|
Zhang, Tan
|
|
2016
|
51 |
C |
p. 132-140
9 p.
|
artikel
|
| 34 |
Prior knowledge level dissociates effects of retrieval practice and elaboration
|
Xiaofeng, Ma
|
|
2016
|
51 |
C |
p. 210-214
5 p.
|
artikel
|
| 35 |
Profiles of self-regulation in elementary grades: Relations to math and reading skills
|
Mägi, Katrin
|
|
2016
|
51 |
C |
p. 37-48
12 p.
|
artikel
|
| 36 |
Realistic job expectations predict academic achievement
|
Krammer, Georg
|
|
2016
|
51 |
C |
p. 341-348
8 p.
|
artikel
|
| 37 |
Reciprocal modelling of Japanese university students' regulation strategies and motivational deficits for studying
|
Fryer, Luke K.
|
|
2016
|
51 |
C |
p. 220-228
9 p.
|
artikel
|
| 38 |
Reducing intrinsic cognitive load in percentage change problems: The equation approach
|
Ngu, Bing Hiong
|
|
2016
|
51 |
C |
p. 81-90
10 p.
|
artikel
|
| 39 |
Self-adapting the success rate when practicing math
|
Jansen, Brenda R.J.
|
|
2016
|
51 |
C |
p. 1-10
10 p.
|
artikel
|
| 40 |
Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning
|
Dörrenbächer, Laura
|
|
2016
|
51 |
C |
p. 229-241
13 p.
|
artikel
|
| 41 |
Slowing the hare: Quick finishers and class performance on standardized tests
|
Phelps, Chandler
|
|
2016
|
51 |
C |
p. 322-326
5 p.
|
artikel
|
| 42 |
Small to medium magnitude Jensen effects on brain volume: A meta-analytic test of the processing volume theory of general intelligence
|
Woodley of Menie, Michael A.
|
|
2016
|
51 |
C |
p. 215-219
5 p.
|
artikel
|
| 43 |
The association between class clown dimensions, school experiences and accomplishment
|
Platt, Tracey
|
|
2016
|
51 |
C |
p. 327-332
6 p.
|
artikel
|
| 44 |
The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal
|
Putwain, David W.
|
|
2016
|
51 |
C |
p. 307-313
7 p.
|
artikel
|
| 45 |
The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon
|
Itzek-Greulich, Heike
|
|
2016
|
51 |
C |
p. 189-198
10 p.
|
artikel
|
| 46 |
The last shall be the first: Competencies, equity and the power of resilience in the Italian school system
|
Alivernini, Fabio
|
|
2016
|
51 |
C |
p. 19-28
10 p.
|
artikel
|
| 47 |
The role of parental expectations and students' motivational profiles for educational aspirations
|
Lazarides, Rebecca
|
|
2016
|
51 |
C |
p. 29-36
8 p.
|
artikel
|
| 48 |
Underachievement in physics: When intelligent girls fail
|
Hofer, Sarah I.
|
|
2016
|
51 |
C |
p. 119-131
13 p.
|
artikel
|
| 49 |
Understanding individual differences in approaches to learning across courses: A mixed method approach
|
Coertjens, Liesje
|
|
2016
|
51 |
C |
p. 69-80
12 p.
|
artikel
|
| 50 |
Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity
|
Mourgues, Catalina
|
|
2016
|
51 |
C |
p. 378-386
9 p.
|
artikel
|
| 51 |
Within-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity?
|
Treviño, Ernesto
|
|
2016
|
51 |
C |
p. 367-375
9 p.
|
artikel
|
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