nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A child’s psychological adjustment impacts teachers’ instructional support and affective response
|
Nurmi, Jari-Erik |
|
2017 |
33 |
4 |
p. 629-648 |
artikel |
2 |
Adjustment to college and prediction of depression during post-secondary transition
|
Marcotte, Diane |
|
2017 |
33 |
4 |
p. 727-748 |
artikel |
3 |
Beyond additive and multiplicative reasoning abilities: how preference enters the picture
|
Degrande, Tine |
|
2017 |
33 |
4 |
p. 559-576 |
artikel |
4 |
Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept
|
Burns, Richard A. |
|
2018 |
33 |
4 |
p. 649-663 |
artikel |
5 |
Correction to: First-year university students’ academic success: the importance of academic adjustment
|
Rooij, Els C. M. van |
|
2018 |
33 |
4 |
p. 769 |
artikel |
6 |
Correction to: The role of educational context in beliefs about knowledge, information, and truth: an exploratory study
|
List, Alexandra |
|
2017 |
33 |
4 |
p. 707-711 |
artikel |
7 |
Correction to: Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback
|
Voet, Michiel |
|
2018 |
33 |
4 |
p. 771-773 |
artikel |
8 |
Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems
|
Hickendorff, Marian |
|
2017 |
33 |
4 |
p. 577-594 |
artikel |
9 |
First-year university students’ academic success: the importance of academic adjustment
|
Rooij, Els C. M. van |
|
2017 |
33 |
4 |
p. 749-767 |
artikel |
10 |
GraphoGame SI: the development of a technology-enhanced literacy learning tool for Standard Indonesian
|
Borleffs, Elisabeth |
|
2017 |
33 |
4 |
p. 595-613 |
artikel |
11 |
The harmful aspect of teacher conditional support on students’ self-perception of school competence
|
Hascoët, Marine |
|
2017 |
33 |
4 |
p. 615-628 |
artikel |
12 |
The role of educational context in beliefs about knowledge, information, and truth: an exploratory study
|
List, Alexandra |
|
2017 |
33 |
4 |
p. 685-705 |
artikel |
13 |
University students’ conceptions of learning across multiple domains
|
Vezzani, Claudio |
|
2017 |
33 |
4 |
p. 665-684 |
artikel |
14 |
Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade
|
Darnon, Céline |
|
2017 |
33 |
4 |
p. 713-726 |
artikel |