| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Anger regulation and school-related somatic complaints in children with special educational needs: A longitudinal study
|
Otterpohl, Nantje
|
|
2017
|
56 |
C |
p. 59-67
9 p.
|
artikel
|
| 2 |
Approaches to learning and school readiness in Head Start: Applications to preschool science
|
Bustamante, Andres S.
|
|
2017
|
56 |
C |
p. 112-118
7 p.
|
artikel
|
| 3 |
Average personal goal pursuit profile and contextual achievement goals: Effects on students' motivation, achievement emotions, and achievement
|
Pahljina-Reinić, Rosanda
|
|
2017
|
56 |
C |
p. 167-174
8 p.
|
artikel
|
| 4 |
Class size as a means of three-tiered support in Finnish primary schools
|
Vainikainen, Mari-Pauliina
|
|
2017
|
56 |
C |
p. 96-104
9 p.
|
artikel
|
| 5 |
Development of a word reading test: Identifying students at-risk for reading problems
|
Chaves-Sousa, Séli
|
|
2017
|
56 |
C |
p. 159-166
8 p.
|
artikel
|
| 6 |
Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children
|
Deng, Qizhen
|
|
2017
|
56 |
C |
p. 85-95
11 p.
|
artikel
|
| 7 |
Genetic and environmental etiology of speech and word reading in Chinese
|
Ho, Connie Suk-Han
|
|
2017
|
56 |
C |
p. 49-58
10 p.
|
artikel
|
| 8 |
Humor as a magic bullet? Associations of different teacher humor types with student emotions
|
Bieg, Sonja
|
|
2017
|
56 |
C |
p. 24-33
10 p.
|
artikel
|
| 9 |
Individual differences in performance on comprehension and knowledge tests with and without passages and questions
|
Hartung, J.
|
|
2017
|
56 |
C |
p. 143-150
8 p.
|
artikel
|
| 10 |
Motivational profiles in university students. Its relationship with self-handicapping and defensive pessimism strategies
|
Ferradás, María del Mar
|
|
2017
|
56 |
C |
p. 128-135
8 p.
|
artikel
|
| 11 |
Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
|
Zhang, Dongbo
|
|
2017
|
56 |
C |
p. 13-23
11 p.
|
artikel
|
| 12 |
PRELIM II (EDITORIAL BOARD)
|
|
|
2017
|
56 |
C |
p. ii-
1 p.
|
artikel
|
| 13 |
Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors
|
Fonteyne, Lot
|
|
2017
|
56 |
C |
p. 34-48
15 p.
|
artikel
|
| 14 |
Symbolic and non-symbolic number processing in children with developmental dyslexia
|
Träff, Ulf
|
|
2017
|
56 |
C |
p. 105-111
7 p.
|
artikel
|
| 15 |
The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students
|
Lee, Kelly M.
|
|
2017
|
56 |
C |
p. 151-158
8 p.
|
artikel
|
| 16 |
The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students
|
Mok, Sog Yee
|
|
2017
|
56 |
C |
p. 76-84
9 p.
|
artikel
|
| 17 |
The interactive influences of stress, modality of stimuli, and task difficulty on verbal versus visual working memory capacity
|
Lai, Guey-Jen
|
|
2017
|
56 |
C |
p. 119-127
9 p.
|
artikel
|
| 18 |
The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students
|
Lin, Yen-Ying
|
|
2017
|
56 |
C |
p. 68-75
8 p.
|
artikel
|
| 19 |
The role of domain-specific ability self-concepts in the value students attach to school
|
Schütte, Kerstin
|
|
2017
|
56 |
C |
p. 136-142
7 p.
|
artikel
|
| 20 |
The role of working memory in inference generation during reading comprehension: Retention, (re)activation, or suppression of verbal information?
|
Yeari, Menahem
|
|
2017
|
56 |
C |
p. 1-12
12 p.
|
artikel
|
| 21 |
Who's getting the grades and who's keeping them? A person-centered approach to academic performance and performance variability
|
Wingate, Timothy G.
|
|
2017
|
56 |
C |
p. 175-182
8 p.
|
artikel
|
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