nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Acknowledgements
|
|
|
2009 |
24 |
4 |
p. 571 |
artikel |
2 |
Conception of learning and motivation of Spanish psychology undergraduates in different academic levels
|
Rabanaque, Samuel |
|
2009 |
24 |
4 |
p. 513-528 |
artikel |
3 |
Cultural artifact and children’s understanding of the shape of the Earth: The case of Moroccan children
|
Troadec, Bertrand |
|
2009 |
24 |
4 |
p. 485-498 |
artikel |
4 |
How do secondary students approach different types of division with remainder situations? Some evidence from Spain
|
Rodríguez, Purificación |
|
2009 |
24 |
4 |
p. 529-543 |
artikel |
5 |
Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies
|
Shankland, Rebecca |
|
2009 |
24 |
4 |
p. 499-512 |
artikel |
6 |
Psychological adjustment in bullies and victims of school violence
|
Estévez, Estefanía |
|
2009 |
24 |
4 |
p. 473-483 |
artikel |
7 |
Synthesising information from various texts: A study of procedures and products at different educational levels
|
Mateos, Mar |
|
2009 |
24 |
4 |
p. 435-451 |
artikel |
8 |
Teacher education graduates’ entrance into the teaching profession: Development and test of a model
|
Rots, Isabel |
|
2009 |
24 |
4 |
p. 453-471 |
artikel |
9 |
The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions
|
SoriĆ, Izabela |
|
2009 |
24 |
4 |
p. 545-565 |
artikel |
10 |
“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?
|
Darnon, Céline |
|
2009 |
24 |
4 |
p. 423-434 |
artikel |