| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study
|
Putwain, David W.
|
|
2013
|
38 |
4 |
p. 361-374
14 p.
|
article
|
| 2 |
Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains
|
Goetz, Thomas
|
|
2013
|
38 |
4 |
p. 383-394
12 p.
|
article
|
| 3 |
Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy
|
Baars, Martine
|
|
2013
|
38 |
4 |
p. 395-406
12 p.
|
article
|
| 4 |
Editorial Board
|
|
|
2013
|
38 |
4 |
p. IFC-
1 p.
|
article
|
| 5 |
Enhancing scientific discovery learning through metacognitive support
|
Künsting, Josef
|
|
2013
|
38 |
4 |
p. 349-360
12 p.
|
article
|
| 6 |
Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis
|
Petersen, Jennifer
|
|
2013
|
38 |
4 |
p. 342-348
7 p.
|
article
|
| 7 |
Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?
|
Turner, Julianne C.
|
|
2013
|
38 |
4 |
p. 316-327
12 p.
|
article
|
| 8 |
Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension
|
Schünemann, Nina
|
|
2013
|
38 |
4 |
p. 289-305
17 p.
|
article
|
| 9 |
Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school
|
Walkey, Frank H.
|
|
2013
|
38 |
4 |
p. 306-315
10 p.
|
article
|
| 10 |
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach
|
Vandevelde, Sabrina
|
|
2013
|
38 |
4 |
p. 407-425
19 p.
|
article
|
| 11 |
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition
|
Limpo, Teresa
|
|
2013
|
38 |
4 |
p. 328-341
14 p.
|
article
|
| 12 |
The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?
|
Guay, Frédéric
|
|
2013
|
38 |
4 |
p. 375-382
8 p.
|
article
|
| 13 |
The relative benefits of learning by teaching and teaching expectancy
|
Fiorella, Logan
|
|
2013
|
38 |
4 |
p. 281-288
8 p.
|
article
|
Journal description