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Virgínia Teixeira Antunes, Alejandro Armellini & Robert Howe. (2023) Beliefs and engagement in an institution-wide pedagogic shift. Teaching in Higher Education 28:6, pages 1328-1348.
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Anna Parpala, Markus Mattsson, Kim Jesper Herrmann, Anna Bager-Elsborg & Telle Hailikari. (2022) Detecting the Variability in Student Learning in Different Disciplines—A Person-Oriented Approach. Scandinavian Journal of Educational Research 66:6, pages 1020-1037.
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Evangelia Karagiannopoulou, Fotios S. Milienos & Christos Rentzios. (2022) Grouping learning approaches and emotional factors to predict students’ academic progress. International Journal of School & Educational Psychology 10:2, pages 258-275.
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Giovanni Piumatti, Milena Abbiati, Margaret W. Gerbase & Anne Baroffio. (2021) Patterns of Change in Approaches to Learning and Their Impact on Academic Performance Among Medical Students: Longitudinal Analysis. Teaching and Learning in Medicine 33:2, pages 173-183.
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Evangelia Karagiannopoulou, Fotios S. Milienos, Spiridon Kamtsios & Christos Rentzios. (2020) Do defence styles and approaches to learning ‘fit together’ in students’ profiles? Differences between years of study. Educational Psychology 40:5, pages 570-591.
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Terhi Skaniakos, Sanna Honkimäki, Eeva Kallio, Kari Nissinen & Päivi Tynjälä. (2019) Study guidance experiences, study progress, and perceived learning outcomes of Finnish university students. European Journal of Higher Education 9:2, pages 203-218.
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Luke K. Fryer & Paul Ginns. (2018) A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology 38:8, pages 1032-1049.
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Kim Jesper Herrmann, Anna Bager-Elsborg & Anna Parpala. (2017) Measuring perceptions of the learning environment and approaches to learning: validation of the learn questionnaire. Scandinavian Journal of Educational Research 61:5, pages 526-539.
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Lotte O’Neill, Henrik Hein Lauridsen, Lasse Østengaard & Ane Qvortrup. (2023) Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review. Studies in Educational Evaluation 78, pages 101283.
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Agustín Freiberg-Hoffmann, Agustín Romero-Medina, Beatriz López-Fernández & Mercedes Fernández-Liporace. (2023) Learning Approaches: Cross-Cultural Differences (Spain–Argentina) and Academic Achievement in College Students. The Spanish Journal of Psychology 26.
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Philip John Anderson, Dawn Elizabeth England & Laura Dee Barber. (2022) Preservice Teacher Perceptions of the Online Teaching and Learning Environment during COVID-19 Lockdown in the UAE. Education Sciences 12:12, pages 911.
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Mohammadali Hosseini, Amir Jalali & Nader Salari. (2022) Assessment of psychometric properties of the modified experiences of teaching–learning questionnaire in Iranian nursing students. BMC Medical Education 22:1.
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Azmat Ali Shah, Miraj Uddin, Raza Ullah Shah & Muhammad Adeel. (2022) Development of the Best-fit Models to Evaluate Academic Performance of the University Teachers: A Survey of Gomal University Khyber Pakhtunkhwa Pakistan. Interchange 53:3-4, pages 505-528.
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Evangelia Karagiannopoulou, Alex Desatnik, Christos Rentzios & Georgios Ntritsos. (2022) The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence. Current Psychology.
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Sofia Mastrokoukou, Andronikos Kaliris, Vincent Donche, Margot Chauliac, Evangelia Karagiannopoulou, Pavlos Christodoulides & Claudio Longobardi. (2022) Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education. Frontiers in Education 7.
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Haziq Hazman Norman, Siti Nurma Hanim Hadie, Najib Majdi Yaacob & Fazlina Kasim. (2022) The Association Between Preclinical Medical Students’ Perceptions of the Anatomy Education Environment and Their Learning Approaches. Medical Science Educator 32:2, pages 399-409.
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Giovanni Piumatti, Sissel Guttormsen, Barbara Zurbuchen, Milena Abbiati, Margaret W. Gerbase & Anne Baroffio. (2021) Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes. BMC Medical Education 21:1.
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S. Schrempft, G. Piumatti, M. W. Gerbase & A. Baroffio. (2021) Pathways to performance in undergraduate medical students: role of conscientiousness and the perceived educational environment. Advances in Health Sciences Education 26:5, pages 1537-1554.
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Myunghwa Lee & Jeongmin Lee. (2021) Enhancing computational thinking skills in informatics in secondary education: the case of South Korea. Educational Technology Research and Development 69:5, pages 2869-2893.
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Alejandro Armellini, Virgínia Teixeira Antunes & Robert Howe. (2021) Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. TechTrends 65:4, pages 433-443.
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Iu. O. Pavlova, K. A. Tymruk-Skoropad & L. M. Tsizh. (2021) Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire. Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6:2, pages 196-203.
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María-Elena Parra-González, Jesús López-Belmonte, Adrián Segura-Robles & Antonio-José Moreno-Guerrero. (2021) Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire. International Journal of Environmental Research and Public Health 18:7, pages 3518.
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Jesús de la Fuente, Paul Sander, Douglas F. Kauffman & Meryem Yilmaz Soylu. (2020) Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students. Frontiers in Psychology 11.
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Kin Cheung, Tsz Leung Yip, C. L. Johnny Wan, Hilda Tsang, Lillian Weiwei Zhang & Anna Parpala. (2020) Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context. PLOS ONE 15:5, pages e0233022.
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Luísa Ribeiro, Pedro Rosário, José Carlos Núñez, Martha Gaeta & Sonia Fuentes. (2019) First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement. Frontiers in Psychology 10.
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Hannes Weber, Dominik Becker & Steffen Hillmert. (2018) Information-seeking behaviour and academic success in higher education: Which search strategies matter for grade differences among university students and how does this relevance differ by field of study?. Higher Education 77:4, pages 657-678.
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P. Davidson, S. Roslan, Z. Omar, M. Chong Abdullah, S. Y. Looi, T. T. X. Neik & B. Yong. (2018) Validation of competing structural models of inter-relationships in the teaching–learning ecosystem for two Malaysian STEM courses. Asia Pacific Education Review 20:1, pages 15-36.
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Evangelia Karagiannopoulou, Fotios S. Milienos & Vasileios Athanasopoulos. (2018) Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students. Frontiers in Education 3.
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Paul Ginns, Andrew J. Martin & Brad Papworth. (2018) Student learning in Australian high schools: Contrasting personological and contextual variables in a longitudinal structural model. Learning and Individual Differences 64, pages 83-93.
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Jukka Utriainen, Päivi Tynjälä, Eeva Kallio & Miika Marttunen. (2018) Validation of a modified version of the Experiences of Teaching and Learning Questionnaire. Studies in Educational Evaluation 56, pages 133-143.
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Kim J. Herrmann, Velda McCune & Anna Bager-Elsborg. (2017) Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre utbildning 7:1.
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Åsa Rejnö, Per Nordin, Susanne Forsgren, Yvonne Sundell & Gudrun Rudolfsson. (2017) Nursing students' attendance at learning activities in relation to attainment and passing courses: A prospective quantitative study. Nurse Education Today 50, pages 36-41.
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