| 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
|
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