| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Argumentation and concept development: the role of imagination
|
Larraín, Antonia
|
|
2016
|
32 |
4 |
p. 521-536
|
article
|
| 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
|
article
|
| 3 |
Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school
|
Pinto, Giuliana
|
|
2016
|
32 |
4 |
p. 571-587
|
article
|
| 4 |
Exploration of individual study paths of successful first-year students: an interview study
|
Lindblom-Ylänne, Sari
|
|
2016
|
32 |
4 |
p. 687-701
|
article
|
| 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
|
article
|
| 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
|
article
|
| 7 |
Self-protection profiles of worth and academic goals in university students
|
Ferradás, María del Mar
|
|
2016
|
32 |
4 |
p. 669-686
|
article
|
| 8 |
Students’ performance on missing-value word problems: a cross-national developmental study
|
Jiang, Ronghuan
|
|
2016
|
32 |
4 |
p. 551-570
|
article
|
| 9 |
The power of refutational text: changing intuitions about the interpretation of box plots
|
Lem, Stephanie
|
|
2016
|
32 |
4 |
p. 537-550
|
article
|
| 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
|
article
|
Journal description