| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks
|
Zander, Lysann
|
|
2018
|
62 |
C |
p. 98-107
|
artikel
|
| 2 |
Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning
|
Bizzaro, Marzia
|
|
2018
|
62 |
C |
p. 79-88
|
artikel
|
| 3 |
Associations between friends, academic emotions and achievement: Individual differences in enjoyment and boredom
|
Reindl, Marion
|
|
2018
|
62 |
C |
p. 164-173
|
artikel
|
| 4 |
Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis
|
Flaig, Maja
|
|
2018
|
62 |
C |
p. 49-61
|
artikel
|
| 5 |
Editorial Board
|
|
|
2018
|
62 |
C |
p. ii
|
artikel
|
| 6 |
From structure to process: Do students' own construction of their classroom drive their learning?
|
Schenke, Katerina
|
|
2018
|
62 |
C |
p. 36-48
|
artikel
|
| 7 |
Individual differences in lexical and grammar spelling across primary school
|
Morin, Marie-France
|
|
2018
|
62 |
C |
p. 128-140
|
artikel
|
| 8 |
Internal structure of academic self-concept through the Self-Description Questionnaire II-Short (SDQII-S)
|
Esnaola, Igor
|
|
2018
|
62 |
C |
p. 174-179
|
artikel
|
| 9 |
Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics
|
Brandmo, Christian
|
|
2018
|
62 |
C |
p. 89-97
|
artikel
|
| 10 |
Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement
|
Rutherford, Teomara
|
|
2018
|
62 |
C |
p. 180-199
|
artikel
|
| 11 |
More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills
|
Westphal, Andrea
|
|
2018
|
62 |
C |
p. 108-117
|
artikel
|
| 12 |
Noncompound and compound Chinese character reading: Are they the same for second-grade Hong Kong Chinese children?
|
Liu, Yingyi
|
|
2018
|
62 |
C |
p. 62-68
|
artikel
|
| 13 |
Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles
|
Reeve, Johnmarshall
|
|
2018
|
62 |
C |
p. 12-22
|
artikel
|
| 14 |
Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals
|
Savage, Robert
|
|
2018
|
62 |
C |
p. 153-163
|
artikel
|
| 15 |
Smart, confident, interested: Contributions of intelligence, self-concept, and interest to elementary school achievement
|
Schneider, Rebecca
|
|
2018
|
62 |
C |
p. 23-35
|
artikel
|
| 16 |
Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students' intrinsic motivation
|
Eckes, Alexander
|
|
2018
|
62 |
C |
p. 69-78
|
artikel
|
| 17 |
Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains
|
Heyder, Anke
|
|
2018
|
62 |
C |
p. 118-127
|
artikel
|
| 18 |
The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects
|
Collie, Rebecca J.
|
|
2018
|
62 |
C |
p. 141-152
|
artikel
|
| 19 |
Transfer of decoding skills in early foreign language reading
|
van de Ven, Marco
|
|
2018
|
62 |
C |
p. 1-11
|
artikel
|
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