| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A longitudinal study of math achievement gains for initially low achieving students
|
Ding, Cody S.
|
|
2005
|
30 |
1 |
p. 81-95
15 p.
|
artikel
|
| 2 |
Call for Papers
|
|
|
2005
|
30 |
1 |
p. 140-141
2 p.
|
artikel
|
| 3 |
Cover 2/Editorial Board
|
|
|
2005
|
30 |
1 |
p. IFC-
1 p.
|
artikel
|
| 4 |
Fostering social agency in multimedia learning: Examining the impact of an animated agent’s voice
|
Atkinson, Robert K.
|
|
2005
|
30 |
1 |
p. 117-139
23 p.
|
artikel
|
| 5 |
Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults
|
Dupeyrat, Caroline
|
|
2005
|
30 |
1 |
p. 43-59
17 p.
|
artikel
|
| 6 |
Motivational influences on transfer of problem-solving strategies
|
Bereby-Meyer, Yoella
|
|
2005
|
30 |
1 |
p. 1-22
22 p.
|
artikel
|
| 7 |
Perceiving school performance as instrumental to future goal attainment: Effects on graded performance
|
Malka, Ariel
|
|
2005
|
30 |
1 |
p. 60-80
21 p.
|
artikel
|
| 8 |
The effects of using formal assessment on preschool teachers’ beliefs about the importance of various developmental skills and abilities
|
Kowalski, Kurt
|
|
2005
|
30 |
1 |
p. 23-42
20 p.
|
artikel
|
| 9 |
Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance
|
Plant, E. Ashby
|
|
2005
|
30 |
1 |
p. 96-116
21 p.
|
artikel
|
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