| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year
|
Schenke, Katerina
|
|
2015
|
41 |
C |
p. 133-146
14 p.
|
artikel
|
| 2 |
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
|
Dicke, Theresa
|
|
2015
|
41 |
C |
p. 62-72
11 p.
|
artikel
|
| 3 |
Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics
|
Mihalca, Loredana
|
|
2015
|
41 |
C |
p. 157-171
15 p.
|
artikel
|
| 4 |
Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources
|
Litalien, David
|
|
2015
|
41 |
C |
p. 218-231
14 p.
|
artikel
|
| 5 |
Editorial Board
|
|
|
2015
|
41 |
C |
p. CO2-
1 p.
|
artikel
|
| 6 |
Eye-movement modeling of integrative reading of an illustrated text: Effects on processing and learning
|
Mason, Lucia
|
|
2015
|
41 |
C |
p. 172-187
16 p.
|
artikel
|
| 7 |
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions
|
Lazarides, Rebecca
|
|
2015
|
41 |
C |
p. 51-61
11 p.
|
artikel
|
| 8 |
Interest-based text preference moderates the effect of text difficulty on engagement and learning
|
Fulmer, Sara M.
|
|
2015
|
41 |
C |
p. 98-110
13 p.
|
artikel
|
| 9 |
Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality
|
Ryan, Allison M.
|
|
2015
|
41 |
C |
p. 147-156
10 p.
|
artikel
|
| 10 |
Measuring cost: The forgotten component of expectancy-value theory
|
Flake, Jessica Kay
|
|
2015
|
41 |
C |
p. 232-244
13 p.
|
artikel
|
| 11 |
Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic
|
Zhang, Xiao
|
|
2015
|
41 |
C |
p. 188-197
10 p.
|
artikel
|
| 12 |
Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment
|
Hagger, Martin S.
|
|
2015
|
41 |
C |
p. 111-123
13 p.
|
artikel
|
| 13 |
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement
|
Friedrich, Alena
|
|
2015
|
41 |
C |
p. 1-12
12 p.
|
artikel
|
| 14 |
Social influences on children's development of relational thinking during small-group discussions
|
Lin, Tzu-Jung
|
|
2015
|
41 |
C |
p. 83-97
15 p.
|
artikel
|
| 15 |
Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students
|
Fidalgo, Raquel
|
|
2015
|
41 |
C |
p. 37-50
14 p.
|
artikel
|
| 16 |
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes
|
Jansen, Malte
|
|
2015
|
41 |
C |
p. 13-24
12 p.
|
artikel
|
| 17 |
Student, teacher, and instructional characteristics related to students' gains in flexibility
|
Star, Jon R.
|
|
2015
|
41 |
C |
p. 198-208
11 p.
|
artikel
|
| 18 |
Studying against your will: Motivational interference in action
|
Grund, Axel
|
|
2015
|
41 |
C |
p. 209-217
9 p.
|
artikel
|
| 19 |
The academic value of internships: Benefits across disciplines and student backgrounds
|
Binder, Jens F.
|
|
2015
|
41 |
C |
p. 73-82
10 p.
|
artikel
|
| 20 |
The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons
|
Pinxten, Maarten
|
|
2015
|
41 |
C |
p. 124-132
9 p.
|
artikel
|
| 21 |
When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals
|
Jury, Mickaël
|
|
2015
|
41 |
C |
p. 25-36
12 p.
|
artikel
|
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