| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Active on Facebook and Failing at School? Meta-Analytic Findings on the Relationship Between Online Social Networking Activities and Academic Achievement
|
Marker, Caroline
|
|
2017
|
30 |
3 |
p. 651-677
|
artikel
|
| 2 |
A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education
|
Buckley, Jeffrey
|
|
2018
|
30 |
3 |
p. 947-972
|
artikel
|
| 3 |
Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research
|
Rubenstein, Lisa DaVia
|
|
2017
|
30 |
3 |
p. 921-945
|
artikel
|
| 4 |
Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?
|
Zamary, Amanda
|
|
2018
|
30 |
3 |
p. 1167-1197
|
artikel
|
| 5 |
Clarifying an Elusive Construct: a Systematic Review of Writing Attitudes
|
Ekholm, E.
|
|
2017
|
30 |
3 |
p. 827-856
|
artikel
|
| 6 |
Cognitive Load Theory and Time Considerations: Using the Time-Based Resource Sharing Model
|
Puma, Sébastien
|
|
2018
|
30 |
3 |
p. 1199-1214
|
artikel
|
| 7 |
Combining Physical, Virtual, and Mental Actions and Objects
|
Reed, Stephen K.
|
|
2018
|
30 |
3 |
p. 1091-1113
|
artikel
|
| 8 |
Context-Sensitive Cognitive and Educational Testing
|
Sternberg, Robert J.
|
|
2017
|
30 |
3 |
p. 857-884
|
artikel
|
| 9 |
Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review
|
Chow, Jason C.
|
|
2018
|
30 |
3 |
p. 727-744
|
artikel
|
| 10 |
Drawing Boundary Conditions for Learning by Drawing
|
Fiorella, Logan
|
|
2018
|
30 |
3 |
p. 1115-1137
|
artikel
|
| 11 |
Envisioning a Culturally Imaginative Educational Psychology
|
King, Ronnel B.
|
|
2018
|
30 |
3 |
p. 1031-1065
|
artikel
|
| 12 |
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
|
Capin, Philip
|
|
2017
|
30 |
3 |
p. 885-919
|
artikel
|
| 13 |
Examining Individuals’ Strivings for Value, Control, and Truth Effectiveness: Implications for Educational Psychology Research
|
Hodis, Flaviu A.
|
|
2018
|
30 |
3 |
p. 1001-1030
|
artikel
|
| 14 |
Inducing Self-Explanation: a Meta-Analysis
|
Bisra, Kiran
|
|
2018
|
30 |
3 |
p. 703-725
|
artikel
|
| 15 |
Null Effects of Perceptual Disfluency on Learning Outcomes in a Text-Based Educational Context: a Meta-analysis
|
Xie, Heping
|
|
2018
|
30 |
3 |
p. 745-771
|
artikel
|
| 16 |
Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis
|
Valcan, Debora S.
|
|
2017
|
30 |
3 |
p. 607-649
|
artikel
|
| 17 |
Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
|
Barzilai, Sarit
|
|
2018
|
30 |
3 |
p. 973-999
|
artikel
|
| 18 |
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills
|
Brante, Eva Wennås
|
|
2017
|
30 |
3 |
p. 773-799
|
artikel
|
| 19 |
Spatial Contiguity and Spatial Split-Attention Effects in Multimedia Learning Environments: a Meta-Analysis
|
Schroeder, Noah L.
|
|
2018
|
30 |
3 |
p. 679-701
|
artikel
|
| 20 |
The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect
|
Jiang, Dayu
|
|
2017
|
30 |
3 |
p. 1139-1165
|
artikel
|
| 21 |
Theory of Mind: a Hidden Factor in Reading Comprehension?
|
Dore, Rebecca A.
|
|
2018
|
30 |
3 |
p. 1067-1089
|
artikel
|
| 22 |
The Role of Executive Functions in Reading Comprehension
|
Butterfuss, Reese
|
|
2017
|
30 |
3 |
p. 801-826
|
artikel
|
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