| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Agreement among traditional and RTI-based definitions of reading-related learning disability with preschool children
|
Milburn, Trelani F.
|
|
2017
|
55 |
C |
p. 120-129
10 p.
|
artikel
|
| 2 |
A short-term longitudinal study of stability and change in achievement goal profiles
|
Lee, You-kyung
|
|
2017
|
55 |
C |
p. 49-60
12 p.
|
artikel
|
| 3 |
Being proactive when reading: Academic personal initiative as a predictor of word comprehension development
|
Warner, Greta J.
|
|
2017
|
55 |
C |
p. 130-140
11 p.
|
artikel
|
| 4 |
Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents
|
Björn, Piia Maria
|
|
2017
|
55 |
C |
p. 21-28
8 p.
|
artikel
|
| 5 |
Early mathematical skill profiles of prematurely and full-term born children
|
Hannula-Sormunen, Minna M.
|
|
2017
|
55 |
C |
p. 108-119
12 p.
|
artikel
|
| 6 |
Independent and compensatory contributions of executive functions and challenge preference for students' adaptive classroom behaviors
|
Finch, Jenna E.
|
|
2017
|
55 |
C |
p. 183-192
10 p.
|
artikel
|
| 7 |
Is there a Matthew effect in self-regulated learning and mathematical strategy application? - Assessing the effects of a training program with standardized learning diaries
|
Otto, Barbara
|
|
2017
|
55 |
C |
p. 75-86
12 p.
|
artikel
|
| 8 |
Motivational relations with peers and teachers among German and Turkish adolescents: A cross-cultural perspective
|
Raufelder, Diana
|
|
2017
|
55 |
C |
p. 13-20
8 p.
|
artikel
|
| 9 |
Motivation and engagement: Same or different? Does it matter?
|
Martin, Andrew J.
|
|
2017
|
55 |
C |
p. 150-162
13 p.
|
artikel
|
| 10 |
Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both?
|
Matos, Lennia
|
|
2017
|
55 |
C |
p. 87-96
10 p.
|
artikel
|
| 11 |
Parental non-response and students' test scores
|
Balart, Pau
|
|
2017
|
55 |
C |
p. 141-149
9 p.
|
artikel
|
| 12 |
Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective
|
Krijgsman, Christa
|
|
2017
|
55 |
C |
p. 202-211
10 p.
|
artikel
|
| 13 |
Post-primary reading fluency development: A latent change approach
|
van de Ven, Marco
|
|
2017
|
55 |
C |
p. 1-12
12 p.
|
artikel
|
| 14 |
Prediction of school achievement through a multi-factorial approach – The unique role of chronotype
|
Rahafar, Arash
|
|
2017
|
55 |
C |
p. 69-74
6 p.
|
artikel
|
| 15 |
PRELIM II (EDITORIAL BOARD)
|
|
|
2017
|
55 |
C |
p. ii-
1 p.
|
artikel
|
| 16 |
Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children
|
Caviola, Sara
|
|
2017
|
55 |
C |
p. 174-182
9 p.
|
artikel
|
| 17 |
Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety
|
Henschel, Sofie
|
|
2017
|
55 |
C |
p. 97-107
11 p.
|
artikel
|
| 18 |
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement
|
Collie, Rebecca J.
|
|
2017
|
55 |
C |
p. 29-39
11 p.
|
artikel
|
| 19 |
The impact of biased self-evaluations of school and social competence on academic and social functioning
|
Leduc, Caroline
|
|
2017
|
55 |
C |
p. 193-201
9 p.
|
artikel
|
| 20 |
The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance
|
Thomas, Christopher L.
|
|
2017
|
55 |
C |
p. 40-48
9 p.
|
artikel
|
| 21 |
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data
|
Pitsia, Vasiliki
|
|
2017
|
55 |
C |
p. 163-173
11 p.
|
artikel
|
| 22 |
Time perspective, approaches to learning, and academic achievement in secondary students
|
Janeiro, Isabel Nunes
|
|
2017
|
55 |
C |
p. 61-68
8 p.
|
artikel
|
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