| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories
|
Schwinger, Malte
|
|
2016
|
46 |
C |
p. 164-179
16 p.
|
artikel
|
| 2 |
An investigation of SOAR study strategies for learning from multiple online resources
|
Daher, Tareq A.
|
|
2016
|
46 |
C |
p. 10-21
12 p.
|
artikel
|
| 3 |
Attentional bias toward reading in reluctant readers
|
Nielen, Thijs M.J.
|
|
2016
|
46 |
C |
p. 263-271
9 p.
|
artikel
|
| 4 |
Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis
|
Lin, Dan
|
|
2016
|
46 |
C |
p. 94-100
7 p.
|
artikel
|
| 5 |
Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity
|
Kuo, Li-Jen
|
|
2016
|
46 |
C |
p. 1-9
9 p.
|
artikel
|
| 6 |
Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom
|
Lou, Nigel Mantou
|
|
2016
|
46 |
C |
p. 22-33
12 p.
|
artikel
|
| 7 |
Clarifying the link between mastery goals and social comparisons in classroom settings
|
Chatzisarantis, Nikos L.D.
|
|
2016
|
46 |
C |
p. 61-72
12 p.
|
artikel
|
| 8 |
Daily interest, engagement, and autonomy support in the high school science classroom
|
Patall, Erika A.
|
|
2016
|
46 |
C |
p. 180-194
15 p.
|
artikel
|
| 9 |
Editorial Board
|
|
|
2016
|
46 |
C |
p. CO2-
1 p.
|
artikel
|
| 10 |
Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles
|
Kampa, Nele
|
|
2016
|
46 |
C |
p. 81-93
13 p.
|
artikel
|
| 11 |
Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains
|
Jansen, Malte
|
|
2016
|
46 |
C |
p. 116-127
12 p.
|
artikel
|
| 12 |
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
|
Frenzel, Anne C.
|
|
2016
|
46 |
C |
p. 148-163
16 p.
|
artikel
|
| 13 |
Mind mapping as a meta-learning strategy: Stimulating pre-adolescents’ text-learning strategies and performance?
|
Merchie, Emmelien
|
|
2016
|
46 |
C |
p. 128-147
20 p.
|
artikel
|
| 14 |
Promoting reading comprehension and critical–analytic thinking: A comparison of three approaches with fourth and fifth graders
|
Li, Mengyi
|
|
2016
|
46 |
C |
p. 101-115
15 p.
|
artikel
|
| 15 |
Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS
|
Hackel, Tara S.
|
|
2016
|
46 |
C |
p. 73-80
8 p.
|
artikel
|
| 16 |
Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective
|
Sung, Yao-Ting
|
|
2016
|
46 |
C |
p. 241-252
12 p.
|
artikel
|
| 17 |
Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration
|
Kretschmann, Julia
|
|
2016
|
46 |
C |
p. 195-207
13 p.
|
artikel
|
| 18 |
Structure building differences influence learning from educational text: Effects on encoding, retention, and metacognitive control
|
Martin, Nicole D.
|
|
2016
|
46 |
C |
p. 52-60
9 p.
|
artikel
|
| 19 |
The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database
|
Byrnes, James P.
|
|
2016
|
46 |
C |
p. 34-51
18 p.
|
artikel
|
| 20 |
The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics
|
Westphal, Andrea
|
|
2016
|
46 |
C |
p. 218-227
10 p.
|
artikel
|
| 21 |
The relation between ANS and symbolic arithmetic skills: The mediating role of number-numerosity mappings
|
Wong, Terry Tin-Yau
|
|
2016
|
46 |
C |
p. 208-217
10 p.
|
artikel
|
| 22 |
The relation over time between achievement motivation and intelligence in young elementary school children: A latent cross-lagged analysis
|
Bergold, Sebastian
|
|
2016
|
46 |
C |
p. 228-240
13 p.
|
artikel
|
| 23 |
Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers
|
Bråten, Ivar
|
|
2016
|
46 |
C |
p. 253-262
10 p.
|
artikel
|
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