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Sari Lindblom-Ylänne, Anna Parpala & Liisa Postareff. (2019) What constitutes the surface approach to learning in the light of new empirical evidence?. Studies in Higher Education 44:12, pages 2183-2195.
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Maria Öhrstedt & Max Scheja. (2018) Targeting efficient studying – first-semester psychology students’ experiences. Educational Research 60:1, pages 80-96.
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Yusuke Sakurai, Anna Parpala, Kirsi Pyhältö & Sari Lindblom-Ylänne. (2016) Engagement in learning: a comparison between Asian and European international university students. Compare: A Journal of Comparative and International Education 46:1, pages 24-47.
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Jekaterina Rogaten & Giovanni B. Moneta. (2015) Development and validation of the short use of creative cognition scale in studying. Educational Psychology 35:3, pages 294-314.
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Marcantonio M. Spada & Giovanni B. Moneta. (2014) Metacognitive and motivational predictors of surface approach to studying and academic examination performance. Educational Psychology 34:4, pages 512-523.
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NathanielP. von der Embse, StephenP. Kilgus, Natasha Segool & Dave Putwain. (2013) Identification and Validation of a Brief Test Anxiety Screening Tool. International Journal of School & Educational Psychology 1:4, pages 246-258.
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Magdalena
Mo Ching Mok. (2012)
Educational Psychology for the Knowledge Age. Educational Psychology 32:1, pages 1-6.
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Articles from other publishers (13)
Gabrielle Yale-Soulière, Lyse Turgeon, Frédéric N. Brière††, Fatima Alawie, Arianne Imbeault, Julien Morizot & Michel Janosz. (2023) Impact de l’anxiété d’évaluation sur le fonctionnement scolaire et psychologique des adolescentsImpact of test anxiety on academic and psychological functioning in adolescents. Revue de psychoéducation 52:1, pages 136.
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Telle Hailikari, Viivi Virtanen, Marjo Vesalainen & Liisa Postareff. (2021) Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education 23:3, pages 217-231.
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Sevgi ÖZGÜNGÖR & Gülten YILDIRIM. (2022) The Mediating Role of Self-Control-Self-Management in the Relationship between Metacognitive Awareness and Deep and Surface Learning Approaches. Pamukkale University Journal of Education.
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Christopher Huntley, Bridget Young, Catrin Tudur Smith, Vikram Jha & Peter Fisher. (2022) Testing times: the association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students. BMC Psychology 10:1.
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Paulo Moreira, Susana Pedras & Paula Pombo. (2020) Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education. European Journal of Investigation in Health, Psychology and Education 10:4, pages 1132-1149.
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Steven Love, Lee Kannis-Dymand & Geoff P. Lovell. (2019) Metacognitions and Mindfulness in Athletes: An Investigation on the Determinants of Flow. Journal of Clinical Sport Psychology 13:4, pages 686-703.
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Christos Rentzios, Spiridon Kamtsios & Evangelia Karagiannopoulou. (2019) The Mediating Role of Implicit and Explicit Emotion Regulation in the Relationship Between Academic Emotions and Approaches to Learning. Journal of Nervous & Mental Disease 207:8, pages 683-692.
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Markus Sommer, Martin E. Arendasy, Joachim Fritz Punter, Martina Feldhammer-Kahr & Anita Rieder. (2019) Do individual differences in test-takers' appraisal of admission testing compromise measurement fairness?. Intelligence 73, pages 16-29.
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Bruce A. Fernie, Umran Y. Kopar, Peter L. Fisher & Marcantonio M. Spada. (2018) Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders 240, pages 1-5.
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Jekaterina Rogaten & Giovanni B. Moneta. (2016) Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model. Journal of Happiness Studies 18:4, pages 1095-1119.
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David W. Putwain, Anthony L. Daly, Suzanne Chamberlain & Shireen Sadreddini. (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology 85:3, pages 247-263.
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John T. E. Richardson. (2015) Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s. Interchange 46:3, pages 239-269.
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David W. Putwain & Anthony L. Daly. (2013) Do clusters of test anxiety and academic buoyancy differentially predict academic performance?. Learning and Individual Differences 27, pages 157-162.
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