Leiden University Student Repository

Test anxiety and analogical reasoning progression of gifted and typically developing children: The effect of dynamic testing

Test anxiety: Uncovering the association between test anxiety and dynamic testing

The potential to Excel: An analysis of giftedness, instructional needs and planning abilities

Dynamic testing: A more reliable view of children’s learning capabilities?

The predictive value of dynamic measures to school performance and giftedness in 9-10 year old children

A study exploring giftedness, gender and socioeconomic status as potential moderators of dynamic testing

Dynamic testing as a measurement of intelligence for average-ability, gifted and test anxious children

Dynamic testing of analogical reasoning: Measuring school performance and the influence of giftedness and gender

Effects of dynamic training in analogical reasoning on progression in accuracy and transfer: examining gifted and gifted underachievers

Impact of stressful life events on IQ and moderation by birth outcome in children age 6 years

Underachievement in gifted children in a dynamic testing context: Effects of executive functioning and test anxiety

Using dynamic testing to identify giftedness amongst ethnic minority children

The gifted child, the relationship between learning potential and metacognitive skills as regards performance on a dynamic test

The performance of gifted children and ethnic minority children during a dynamic assessment: A study of the effect of self-explanations and metacognition on dynamic test performance

Dynamic testing: Differences in giftedness, metacognition and level of achievement

What are the best predictors of academic achievement amongst gifted children?

Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers