| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence
|
Muncer, Gemma
|
|
|
34 |
1 |
p. 301-334
|
artikel
|
| 2 |
Correction to: KReC-MD: Knowledge Revision with Multiple Documents
|
Butterfuss, Reese
|
|
|
34 |
1 |
p. 475-476
|
artikel
|
| 3 |
Correction to: The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis
|
Roberts, Garrett J.
|
|
|
34 |
1 |
p. 473
|
artikel
|
| 4 |
Distributed Scaffolding: Scaffolding Students in Classroom Environments
|
Puntambekar, Sadhana
|
|
|
34 |
1 |
p. 451-472
|
artikel
|
| 5 |
Embodied Action Scaffolds Dialogic Reading
|
Wall, Danielle
|
|
|
34 |
1 |
p. 401-419
|
artikel
|
| 6 |
How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs
|
Donnellan, Ed
|
|
|
34 |
1 |
p. 73-105
|
artikel
|
| 7 |
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review
|
Allen, Kelly-Ann
|
|
|
34 |
1 |
p. 229-257
|
artikel
|
| 8 |
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants
|
Caviola, Sara
|
|
|
34 |
1 |
p. 363-399
|
artikel
|
| 9 |
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
|
Vu, TuongVan
|
|
|
34 |
1 |
p. 39-71
|
artikel
|
| 10 |
Sequencing Tracing with Imagination
|
Wang, Bo
|
|
|
34 |
1 |
p. 421-449
|
artikel
|
| 11 |
Social Presence: Conceptualization and Measurement
|
Kreijns, Karel
|
|
|
34 |
1 |
p. 139-170
|
artikel
|
| 12 |
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
|
Wong, Zi Yang
|
|
|
34 |
1 |
p. 107-138
|
artikel
|
| 13 |
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
|
Bardach, Lisa
|
|
|
34 |
1 |
p. 259-300
|
artikel
|
| 14 |
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
|
Schneider, Sascha
|
|
|
34 |
1 |
p. 1-38
|
artikel
|
| 15 |
The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis
|
Roberts, Garrett J.
|
|
|
34 |
1 |
p. 335-361
|
artikel
|
| 16 |
Towards a Comprehensive View of Object-Oriented Play
|
Wynberg, Elizabeth R.
|
|
|
34 |
1 |
p. 197-228
|
artikel
|
| 17 |
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load
|
Skulmowski, Alexander
|
|
|
34 |
1 |
p. 171-196
|
artikel
|
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