| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A large-scale longitudinal survey of participation in scientific events with a focus on students' learning motivation for science: Antecedents and consequences
|
Goto, Takayuki
|
|
2018
|
61 |
C |
p. 181-187
|
artikel
|
| 2 |
Bilingualism positively predicts mathematical competence: Evidence from two large-scale studies
|
Hartanto, Andree
|
|
2018
|
61 |
C |
p. 216-227
|
artikel
|
| 3 |
Differences in updating processes between musicians and non-musicians from late childhood to adolescence
|
Herrero, Laura
|
|
2018
|
61 |
C |
p. 188-195
|
artikel
|
| 4 |
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics
|
Mouratidis, Athanasios
|
|
2018
|
61 |
C |
p. 127-135
|
artikel
|
| 5 |
Differential learning gains in professional conversation training: A latent profile analysis of competence acquisition in teacher-parent and physician-patient communication
|
Bauer, Johannes
|
|
2018
|
61 |
C |
p. 1-10
|
artikel
|
| 6 |
Direct and indirect effects of self-concept of ability on math skills
|
Cai, Dan
|
|
2018
|
61 |
C |
p. 51-58
|
artikel
|
| 7 |
Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?
|
Namkung, Jessica M.
|
|
2018
|
61 |
C |
p. 151-157
|
artikel
|
| 8 |
Editorial Board
|
|
|
2018
|
61 |
C |
p. ii
|
artikel
|
| 9 |
Exploring profiles of academic help seeking: A mixture modeling approach
|
Finney, Sara J.
|
|
2018
|
61 |
C |
p. 158-171
|
artikel
|
| 10 |
Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors
|
Peng, Shu-Ling
|
|
2018
|
61 |
C |
p. 228-238
|
artikel
|
| 11 |
How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem
|
Li, Jie
|
|
2018
|
61 |
C |
p. 120-126
|
artikel
|
| 12 |
I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance
|
Talsma, Kate
|
|
2018
|
61 |
C |
p. 136-150
|
artikel
|
| 13 |
Individual children's interactions with teachers, peers, and tasks: The applicability of the inCLASS Pre-K in Danish preschools
|
Slot, Pauline L.
|
|
2018
|
61 |
C |
p. 68-76
|
artikel
|
| 14 |
Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G)
|
Schillinger, Frieder L.
|
|
2018
|
61 |
C |
p. 109-119
|
artikel
|
| 15 |
Mental rotation and mathematics: Gender-stereotyped beliefs and relationships in primary school children
|
Moè, Angelica
|
|
2018
|
61 |
C |
p. 172-180
|
artikel
|
| 16 |
Online processing of causal relations in beginning first and second language readers
|
van den Bosch, Liza J.
|
|
2018
|
61 |
C |
p. 59-67
|
artikel
|
| 17 |
Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance
|
Parhiala, Pauliina
|
|
2018
|
61 |
C |
p. 196-204
|
artikel
|
| 18 |
Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education
|
Gorges, Julia
|
|
2018
|
61 |
C |
p. 11-20
|
artikel
|
| 19 |
Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency
|
Ardasheva, Yuliya
|
|
2018
|
61 |
C |
p. 21-30
|
artikel
|
| 20 |
Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination
|
Won, Sungjun
|
|
2018
|
61 |
C |
p. 205-215
|
artikel
|
| 21 |
Specificity of mental transformations involved in understanding spatial structures
|
Münzer, Stefan
|
|
2018
|
61 |
C |
p. 40-50
|
artikel
|
| 22 |
The development of adolescents' comprehension-based Internet reading activities
|
Salmerón, Ladislao
|
|
2018
|
61 |
C |
p. 31-39
|
artikel
|
| 23 |
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school
|
Ehrtmann, Lisa
|
|
2018
|
61 |
C |
p. 256-264
|
artikel
|
| 24 |
The longitudinal effects of peer feedback in the development and transfer of student teamwork skills
|
Donia, Magda B.L.
|
|
2018
|
61 |
C |
p. 87-98
|
artikel
|
| 25 |
The relation of physical self-perceptions of competence, goal orientation, and optimism with students' performance calibration in physical education
|
Kolovelonis, Athanasios
|
|
2018
|
61 |
C |
p. 77-86
|
artikel
|
| 26 |
The role of executive function in linking fundamental motor skills and reading proficiency in socioeconomically disadvantaged kindergarteners
|
Chang, Mei
|
|
2018
|
61 |
C |
p. 250-255
|
artikel
|
| 27 |
Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners
|
Van Hoof, Jo
|
|
2018
|
61 |
C |
p. 99-108
|
artikel
|
| 28 |
Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students
|
Matteucci, Maria Cristina
|
|
2018
|
61 |
C |
p. 239-249
|
artikel
|
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