nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Argumentation and concept development: the role of imagination
|
Larraín, Antonia |
|
2016 |
32 |
4 |
p. 521-536 |
artikel |
2 |
Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence
|
Bennett, Marcus |
|
2016 |
32 |
4 |
p. 643-667 |
artikel |
3 |
Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school
|
Pinto, Giuliana |
|
2016 |
32 |
4 |
p. 571-587 |
artikel |
4 |
Exploration of individual study paths of successful first-year students: an interview study
|
Lindblom-Ylänne, Sari |
|
2016 |
32 |
4 |
p. 687-701 |
artikel |
5 |
How and with what accuracy do children report self-regulated learning in contemporary EFL instructional settings?
|
Ferreira, P. Costa |
|
2016 |
32 |
4 |
p. 589-615 |
artikel |
6 |
Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?
|
Backer, Liesje De |
|
2016 |
32 |
4 |
p. 617-642 |
artikel |
7 |
Self-protection profiles of worth and academic goals in university students
|
Ferradás, María del Mar |
|
2016 |
32 |
4 |
p. 669-686 |
artikel |
8 |
Students’ performance on missing-value word problems: a cross-national developmental study
|
Jiang, Ronghuan |
|
2016 |
32 |
4 |
p. 551-570 |
artikel |
9 |
The power of refutational text: changing intuitions about the interpretation of box plots
|
Lem, Stephanie |
|
2016 |
32 |
4 |
p. 537-550 |
artikel |
10 |
The validity and reliability of the cross-national comparison of degree programme levels in European countries. What have students learnt?
|
Rexwinkel, Trudy |
|
2016 |
32 |
4 |
p. 703-723 |
artikel |