| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A grounded theory about how teachers communicated high expectations to their secondary school students
|
Johnston, Olivia
|
|
|
39 |
1 |
p. 211-235
|
artikel
|
| 2 |
Assessment of an educational classroom app’s impact on preschoolers’ early numeracy skills
|
Tazouti, Youssef
|
|
|
39 |
1 |
p. 1-27
|
artikel
|
| 3 |
A three-stage model for developing social competence in teased students
|
Korem, Anat
|
|
|
39 |
1 |
p. 237-251
|
artikel
|
| 4 |
“Because I agree with him”: the impact of middle-school students’ prior attitude on the evaluation of source credibility when watching videos
|
Lescarret, Colin
|
|
|
39 |
1 |
p. 77-104
|
artikel
|
| 5 |
Correction to: Assessment of an educational classroom app’s impact on preschoolers’ early numeracy skills
|
Tazouti, Youssef
|
|
|
39 |
1 |
p. 29-30
|
artikel
|
| 6 |
Correlates of adolescents’ STEM career aspirations: the importance of academic motivation, academic identity, and gender
|
Myint, Ei T.
|
|
|
39 |
1 |
p. 189-209
|
artikel
|
| 7 |
Developmental trajectories of emotional school engagement from middle to late childhood in mainland China: contributions of early peer relationships and academic achievement
|
Liu, Junsheng
|
|
|
39 |
1 |
p. 151-170
|
artikel
|
| 8 |
Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality
|
Oostdam, Ron
|
|
|
39 |
1 |
p. 129-149
|
artikel
|
| 9 |
Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics
|
Wang, Yuanhua
|
|
|
39 |
1 |
p. 431-453
|
artikel
|
| 10 |
Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement
|
Huang, Changqin
|
|
|
39 |
1 |
p. 361-388
|
artikel
|
| 11 |
Online processing while monitoring worked-out examples with embedded errors: defining university student profiles
|
Sanjosé, Vicente
|
|
|
39 |
1 |
p. 297-317
|
artikel
|
| 12 |
Predicting students’ negative emotions in college remedial mathematics courses
|
Park, Seung Won
|
|
|
39 |
1 |
p. 171-188
|
artikel
|
| 13 |
Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school
|
Klapp, Thea
|
|
|
39 |
1 |
p. 275-296
|
artikel
|
| 14 |
Striving to thrive: a randomized controlled trial of educational support interventions for children in out-of-home care
|
Eiberg, Misja
|
|
|
39 |
1 |
p. 31-54
|
artikel
|
| 15 |
Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment
|
Kiltz, L.
|
|
|
39 |
1 |
p. 319-339
|
artikel
|
| 16 |
The development of self-perception of ability in Icelandic children with and without specific learning difficulties
|
Ragnarsdottir, Gudrun Bjorg
|
|
|
39 |
1 |
p. 55-76
|
artikel
|
| 17 |
The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19
|
Sarid, Miriam
|
|
|
39 |
1 |
p. 253-274
|
artikel
|
| 18 |
The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs
|
Loopers, Judith
|
|
|
39 |
1 |
p. 341-360
|
artikel
|
| 19 |
The role of effort in understanding academic achievements: empirical evidence from China
|
Jin, Xin
|
|
|
39 |
1 |
p. 389-409
|
artikel
|
| 20 |
The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement
|
Cai, Yuyang
|
|
|
39 |
1 |
p. 411-430
|
artikel
|
| 21 |
Unraveling the contextuality of adolescents’ interest pursuits in daily life: four latent configurations
|
Beek, Gregorius J.
|
|
|
39 |
1 |
p. 105-127
|
artikel
|
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