nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Affective profiles and academic success in a college science course
|
Robinson, Kristy A. |
|
2017 |
51 |
C |
p. 209-221 |
artikel |
2 |
A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence
|
Lösch, Thomas |
|
2017 |
51 |
C |
p. 198-208 |
artikel |
3 |
Bivariate developmental relations between calculations and word problems: A latent change approach
|
Gilbert, Jennifer K. |
|
2017 |
51 |
C |
p. 83-98 |
artikel |
4 |
Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase
|
Voss, Thamar |
|
2017 |
51 |
C |
p. 170-184 |
artikel |
5 |
Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties
|
Silinskas, Gintautas |
|
2017 |
51 |
C |
p. 321-335 |
artikel |
6 |
Counting errors as a window onto children's place-value concept
|
Chan, Winnie Wai Lan |
|
2017 |
51 |
C |
p. 123-130 |
artikel |
7 |
Covariation between reading and arithmetic skills from Grade 1 to Grade 7
|
Korpipää, Heidi |
|
2017 |
51 |
C |
p. 131-140 |
artikel |
8 |
Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study
|
Schnotz, Wolfgang |
|
2017 |
51 |
C |
p. 152-169 |
artikel |
9 |
Does it matter how Molly does it? Person-presentation of strategies and transfer in mathematics
|
Riggs, Anne E. |
|
2017 |
51 |
C |
p. 315-320 |
artikel |
10 |
Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education?
|
Kostons, Danny |
|
2017 |
51 |
C |
p. 1-10 |
artikel |
11 |
Editorial Board
|
|
|
2017 |
51 |
C |
p. IFC |
artikel |
12 |
Effects of social pressure and child failure on parents’ use of control: An experimental investigation
|
Wuyts, Dorien |
|
2017 |
51 |
C |
p. 378-390 |
artikel |
13 |
Effects of teacher framing on student engagement during collaborative reasoning discussions
|
Baker, Amanda R. |
|
2017 |
51 |
C |
p. 253-266 |
artikel |
14 |
Elementary school children’s understanding of science: The implementation of an extracurricular science intervention
|
Schiefer, Julia |
|
2017 |
51 |
C |
p. 447-463 |
artikel |
15 |
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation
|
Litalien, David |
|
2017 |
51 |
C |
p. 67-82 |
artikel |
16 |
Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension
|
Ho, Connie Suk-Han |
|
2017 |
51 |
C |
p. 293-302 |
artikel |
17 |
Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension
|
Murphy, P. Karen |
|
2017 |
51 |
C |
p. 336-355 |
artikel |
18 |
From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship
|
Zee, Marjolein |
|
2017 |
51 |
C |
p. 37-50 |
artikel |
19 |
Generalizability of achievement goal profiles across five cultural groups: More similarities than differences
|
Litalien, David |
|
2017 |
51 |
C |
p. 267-283 |
artikel |
20 |
“Half-reliable”: A qualitative analysis of epistemic thinking in and about a digital game
|
Barzilai, Sarit |
|
2017 |
51 |
C |
p. 51-66 |
artikel |
21 |
How teachers perceive their expertise: The role of dimensional and social comparisons
|
Paulick, Isabell |
|
2017 |
51 |
C |
p. 114-122 |
artikel |
22 |
Impact of text availability and question format on reading comprehension processes
|
Ferrer, Antonio |
|
2017 |
51 |
C |
p. 404-415 |
artikel |
23 |
Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory
|
Boehme, Katharina Luisa |
|
2017 |
51 |
C |
p. 11-21 |
artikel |
24 |
Learning executive function skills by playing focused video games
|
Parong, Jocelyn |
|
2017 |
51 |
C |
p. 141-151 |
artikel |
25 |
Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children
|
Ching, Boby Ho-Hong |
|
2017 |
51 |
C |
p. 99-113 |
artikel |
26 |
Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades
|
Ruiz-Alfonso, Zuleica |
|
2017 |
51 |
C |
p. 284-292 |
artikel |
27 |
Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children
|
Zhang, Xiao |
|
2017 |
51 |
C |
p. 366-377 |
artikel |
28 |
Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption
|
Warburton, Victoria E. |
|
2017 |
51 |
C |
p. 303-314 |
artikel |
29 |
School attachment and relatedness with parents, friends and teachers as predictors of students’ intrinsic and identified regulation
|
Guay, Frédéric |
|
2017 |
51 |
C |
p. 416-428 |
artikel |
30 |
Simultaneous testing of four decades of academic self-concept models
|
Kadir, Munirah Shaik |
|
2017 |
51 |
C |
p. 429-446 |
artikel |
31 |
Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept
|
Arens, A. Katrin |
|
2017 |
51 |
C |
p. 240-252 |
artikel |
32 |
Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge
|
McMullen, Jake |
|
2017 |
51 |
C |
p. 356-365 |
artikel |
33 |
Stability, change, and implications of students’ motivation profiles: A latent transition analysis
|
Gillet, Nicolas |
|
2017 |
51 |
C |
p. 222-239 |
artikel |
34 |
Students’ multiple state goals as a function of appraisals, trait goals, and their interactions
|
Bürger, Kathrin |
|
2017 |
51 |
C |
p. 464-481 |
artikel |
35 |
Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention
|
Rutherford, Teomara |
|
2017 |
51 |
C |
p. 22-36 |
artikel |
36 |
The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis
|
Lindner, Marlit Annalena |
|
2017 |
51 |
C |
p. 482-492 |
artikel |
37 |
Using an opportunity-propensity framework to estimate individual-, classroom-, and school-level predictors of middle school science achievement
|
Lewis, Ryan W. |
|
2017 |
51 |
C |
p. 185-197 |
artikel |
38 |
Very long-term retention of the control of variables strategy following a brief intervention
|
Lorch Jr., Robert F. |
|
2017 |
51 |
C |
p. 391-403 |
artikel |