A
-
Academic achievement
Study of the Relationships between the types of Memory and Academic Achievement of Students with learning disabilities [Volume 3, Issue 5, 2015, Pages 73-89]
-
Academic self-appraisal
The Academic Procrastination in University Students: Predictive Role of Demographical and Psychological Factors [Volume 3, Issue 4, 2015, Pages 1-19]
-
Academic self-efficacy
The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy [Volume 3, Issue 5, 2015, Pages 1-20]
B
-
Bybee teaching method
The Effect of Bybee Teaching Method on Learning and Educational Achievement Motivation of Students [Volume 3, Issue 5, 2015, Pages 39-55]
C
-
Cognitive Strategies
The effectiveness of cognitive strategies teaching on academic achievement and academic Burnout [Volume 3, Issue 4, 2015, Pages 21-38]
-
Cognitive Strategies
The effects of cognitive strategies on the education achievement of students with specific learning disorder [Volume 3, Issue 4, 2015, Pages 87-105]
-
Communication skills
Predict of academic procrastination based on communication skills and identity styles [Volume 3, Issue 4, 2015, Pages 55-69]
D
-
Dysgraphia
The effects of cognitive strategies on the education achievement of students with specific learning disorder [Volume 3, Issue 4, 2015, Pages 87-105]
E
-
Efficacy
Predicting cognitive- emotional readiness of reaserch ceativity with r research self-efficacy [Volume 3, Issue 4, 2015, Pages 39-54]
-
English language
Construction and Standardization English learning Problems Inventory in High School [Volume 3, Issue 5, 2015, Pages 107-121]
F
-
Factorial validity
Validation of the Achievement Goal Questionnaire-Revised Among University Students [Volume 3, Issue 4, 2015, Pages 107-122]
-
Fernald method
Comparingthe effectiveness of multi-sense teaching methods (Orton and Fernald) upon students' handwriting disorders at elementary schools of Malayer [Volume 3, Issue 4, 2015, Pages 71-85]
I
-
Instruction
The blended and conventional teaching methods its effect on student academic engagement [Volume 3, Issue 5, 2015, Pages 57-72]
L
-
Learning disorders
The “Neuropsychological Theory of Color Vision” in action:
Facilitation of dyslexia psyhconeurorehabilitation based upon psychoneuro-education [Volume 3, Issue 5, 2015, Pages 21-37]
-
Long term memory
Study of the Relationships between the types of Memory and Academic Achievement of Students with learning disabilities [Volume 3, Issue 5, 2015, Pages 73-89]
O
-
Original creations
Predicting cognitive- emotional readiness of reaserch ceativity with r research self-efficacy [Volume 3, Issue 4, 2015, Pages 39-54]
-
Orton method
Comparingthe effectiveness of multi-sense teaching methods (Orton and Fernald) upon students' handwriting disorders at elementary schools of Malayer [Volume 3, Issue 4, 2015, Pages 71-85]
P
-
Preparation cognitive - emotional
Predicting cognitive- emotional readiness of reaserch ceativity with r research self-efficacy [Volume 3, Issue 4, 2015, Pages 39-54]
-
Principal component analysis
Validation of the Achievement Goal Questionnaire-Revised Among University Students [Volume 3, Issue 4, 2015, Pages 107-122]
R
-
Research
Predicting cognitive- emotional readiness of reaserch ceativity with r research self-efficacy [Volume 3, Issue 4, 2015, Pages 39-54]
S
-
Self-efficacy
The Academic Procrastination in University Students: Predictive Role of Demographical and Psychological Factors [Volume 3, Issue 4, 2015, Pages 1-19]
-
Self-management
Predicting cognitive- emotional readiness of reaserch ceativity with r research self-efficacy [Volume 3, Issue 4, 2015, Pages 39-54]
-
Short-term memory
Study of the Relationships between the types of Memory and Academic Achievement of Students with learning disabilities [Volume 3, Issue 5, 2015, Pages 73-89]
-
Styles identity
Predict of academic procrastination based on communication skills and identity styles [Volume 3, Issue 4, 2015, Pages 55-69]
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