| 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
|
Tijdschrift beschrijving