| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11
|
Merrell, Christine
|
|
2017
|
53 |
C |
p. 156-161
6 p.
|
artikel
|
| 2 |
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings
|
Joe, Hye-Kyoung
|
|
2017
|
53 |
C |
p. 133-144
12 p.
|
artikel
|
| 3 |
Early motivational orientation profiles and language comprehension skills: From preschool to Grade 3
|
Laitinen, Satu
|
|
2017
|
53 |
C |
p. 69-78
10 p.
|
artikel
|
| 4 |
Editorial Board
|
|
|
2017
|
53 |
C |
p. ii-
1 p.
|
artikel
|
| 5 |
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades
|
Limpo, Teresa
|
|
2017
|
53 |
C |
p. 26-36
11 p.
|
artikel
|
| 6 |
Individual contributions in student-led collaborative learning: Insights from two analytical approaches to explain the quality of group outcome
|
Volet, Simone
|
|
2017
|
53 |
C |
p. 79-92
14 p.
|
artikel
|
| 7 |
Interpersonal and intrapersonal skill assessment alternatives: Self-reports, situational-judgment tests, and discrete-choice experiments
|
Anderson, Ross
|
|
2017
|
53 |
C |
p. 47-60
14 p.
|
artikel
|
| 8 |
Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential
|
Luong, Cäcilia
|
|
2017
|
53 |
C |
p. 103-113
11 p.
|
artikel
|
| 9 |
Parental involvement and student achievement in two language domains: Indirect relations and generalizability across migration status
|
Arens, A. Katrin
|
|
2017
|
53 |
C |
p. 145-155
11 p.
|
artikel
|
| 10 |
Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings
|
Lockl, Kathrin
|
|
2017
|
53 |
C |
p. 93-102
10 p.
|
artikel
|
| 11 |
The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality
|
Summers, Jessica J.
|
|
2017
|
53 |
C |
p. 17-25
9 p.
|
artikel
|
| 12 |
The role of puberty in students' academic motivation and achievement
|
Martin, Andrew J.
|
|
2017
|
53 |
C |
p. 37-46
10 p.
|
artikel
|
| 13 |
Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands
|
Naumann, Johannes
|
|
2017
|
53 |
C |
p. 1-16
16 p.
|
artikel
|
| 14 |
When young and older adults learn a map: The influence of individual visuo-spatial factors
|
Muffato, Veronica
|
|
2017
|
53 |
C |
p. 114-121
8 p.
|
artikel
|
| 15 |
Which one works best? Considering the relative importance of motivational regulation strategies
|
Schwinger, Malte
|
|
2017
|
53 |
C |
p. 122-132
11 p.
|
artikel
|
| 16 |
Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation
|
Grassinger, Robert
|
|
2017
|
53 |
C |
p. 61-68
8 p.
|
artikel
|
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