| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
“At least I know what's wrong.” Preservice teachers' knowledge about dysfunctional instructional strategies: The important role of error-related emotional patterns
|
Böhnke, Anja
|
|
2019
|
70 |
C |
p. 190-200
|
artikel
|
| 2 |
Boys and girls gain in spatial, but not in mathematical ability after mental rotation training in primary education
|
Rodán, Antonio
|
|
2019
|
70 |
C |
p. 1-11
|
artikel
|
| 3 |
Child-centered and teacher-directed practices in relation to calculation and word problem solving skills
|
Pakarinen, Eija
|
|
2019
|
70 |
C |
p. 76-85
|
artikel
|
| 4 |
Does fluid intelligence facilitate the learning of English as a foreign language?—A longitudinal latent growth curve analysis
|
Debatin, Tobias
|
|
2019
|
70 |
C |
p. 121-129
|
artikel
|
| 5 |
Editorial Board
|
|
|
2019
|
70 |
C |
p. ii
|
artikel
|
| 6 |
Emotion regulation mediates the relationship between verbal learning and internalizing, trauma-related and externalizing symptoms among early-onset, persistently delinquent adolescents
|
Lansing, Amy E.
|
|
2019
|
70 |
C |
p. 201-215
|
artikel
|
| 7 |
Examining the association of over-claiming with mathematics achievement
|
Yang, Zhanxia
|
|
2019
|
70 |
C |
p. 30-38
|
artikel
|
| 8 |
Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance
|
Lukowski, Sarah L.
|
|
2019
|
70 |
C |
p. 228-235
|
artikel
|
| 9 |
Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect
|
Schwabe, Franziska
|
|
2019
|
70 |
C |
p. 21-29
|
artikel
|
| 10 |
Predicting educational attainment: Does grit compensate for low levels of cognitive ability?
|
Light, Audrey
|
|
2019
|
70 |
C |
p. 142-154
|
artikel
|
| 11 |
Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis
|
Chon, Yuah V.
|
|
2019
|
70 |
C |
p. 62-75
|
artikel
|
| 12 |
Profiles of academic, cognitive, and behavioral development from kindergarten to third grade
|
Elliott, Leanne
|
|
2019
|
70 |
C |
p. 109-120
|
artikel
|
| 13 |
Profiles of foundational learning skills among first graders
|
Sparapani, Nicole
|
|
2019
|
70 |
C |
p. 216-227
|
artikel
|
| 14 |
Profiling upper primary school students' self-regulated learning through self-report questionnaires and think-aloud protocol analysis
|
Heirweg, Sofie
|
|
2019
|
70 |
C |
p. 155-168
|
artikel
|
| 15 |
School-related stress among sixth-grade students – Associations with academic buoyancy and temperament
|
Hirvonen, Riikka
|
|
2019
|
70 |
C |
p. 100-108
|
artikel
|
| 16 |
Self- and parent-rated measures of personality are related to different dimensions of school adjustment
|
Perret, Patrick
|
|
2019
|
70 |
C |
p. 182-189
|
artikel
|
| 17 |
Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age
|
Litalien, David
|
|
2019
|
70 |
C |
p. 39-52
|
artikel
|
| 18 |
Self-regulatory efficacy and sources of efficacy in elementary school pupils: Self-regulatory experiences in a population sample and pupils with attention and executive function difficulties
|
Paananen, Mika
|
|
2019
|
70 |
C |
p. 53-61
|
artikel
|
| 19 |
The consistency and cognitive predictors of children's oral language, reading, and math learning profiles
|
Archibald, Lisa M.D.
|
|
2019
|
70 |
C |
p. 130-141
|
artikel
|
| 20 |
The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation
|
Oppermann, Elisa
|
|
2019
|
70 |
C |
p. 86-99
|
artikel
|
| 21 |
The role of achievement emotions in the collaborative problem-solving performance of adolescents
|
Camacho-Morles, Jesus
|
|
2019
|
70 |
C |
p. 169-181
|
artikel
|
| 22 |
The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis
|
Burić, Irena
|
|
2019
|
70 |
C |
p. 12-20
|
artikel
|
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