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Yanxia Yang & Xiangling Wang. (2023) Predicting student translators’ performance in machine translation post-editing: interplay of self-regulation, critical thinking, and motivation. Interactive Learning Environments 31:1, pages 340-354.
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Ruoyu Jenny Duan, Graham J. Walker & Lindy A. Orthia. (2021) Interest, emotions, relevance: viewing science centre interactive exhibit design through the lens of situational interest. International Journal of Science Education, Part B 11:3, pages 191-209.
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Sara Manganelli, Elisa Cavicchiolo, Luca Mallia, Valeria Biasi, Fabio Lucidi & Fabio Alivernini. (2019) The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology 39:4, pages 470-488.
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Articles from other publishers (22)
Adrian Mehic. (2024) Peer desirability and academic achievement. Journal of Applied Econometrics.
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Yaojie Li, Xuan Wang & Craig Van Slyke. (2022) Determinants of online professor reviews: an elaboration likelihood model perspective. Internet Research 33:6, pages 2086-2108.
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Derisa Grant. (2023) “Or is that just your opinion?“: Incorporating faculty of color into the foundational literature on learner-centered classrooms—A review. Educational Research Review 39, pages 100512.
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Cucu Hidayat, Anggi Setia Lengkana, Aang Rohyana, Didik Purwanto, Razali Razali & Mia Rosalina. (2023) Motivating Active Learning in Physical Education: Critical Thinking. European Journal of Educational Research volume-12-2023:volume-12-issue-2-april-2023, pages 1137-1151.
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Elizabeth C Ragland, Scott Radcliffe & Elizabeth L Karcher. (2023) A review of the application of active learning pedagogies in undergraduate animal science curricula. Journal of Animal Science 101.
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Katherine Muenks & Veronica X. Yan. (2022) University STEM instructors with stronger failure-as-debilitating mindsets are perceived to engage in fewer mastery-oriented teaching Practices by their students: An exploratory study. Social Psychology of Education 25:5, pages 1205-1219.
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Claire B. Tracy, Emily P. Driessen, Abby E. Beatty, Todd Lamb, Jenna E. Pruett, Jake D. Botello, Cara Brittain, Ísada Claudio Ford, Chloe C. Josefson, Randy L. Klabacka, Tyler Smith, Ariel Steele, Min Zhong, Scott Bowling, Lucinda Dixon & Cissy J. Ballen. (2022) Why Students Struggle in Undergraduate Biology: Sources and Solutions. CBE—Life Sciences Education 21:3.
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Surachai Leksuwankun, Suwiwat Bunnag, Amornrut Namasondhi, Thanakit Pongpitakmetha, Wannarasmi Ketchart, Danai Wangsaturaka & Chandhanee Itthipanichpong. (2022) Students’ Attitude Toward Active Learning in Health Science Education: The Good, the Challenges, and the Educational Field Differences. Frontiers in Education 7.
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Katherine Muenks, Veronica X. Yan, Nathaniel R. Woodward & Sarah E. Frey. (2021) Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms. Learning and Individual Differences 92, pages 102088.
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Dennis Ridley, Pierre Ngnepieba & Aryanne de Silva. (2021) The doctrine of normal tendency in active learning teaching methodology: investigations into probability distributions and averages. SN Social Sciences 1:6.
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Katherine Muenks, Veronica X. Yan & Nina K. Telang. (2021) Who Is Part of the “Mindset Context”? The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging. Frontiers in Education 6.
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Keeley Webb Copridge, Suraj Uttamchandani & Tracey Birdwell. (2021) Faculty Reflections of Pedagogical Transformation in Active Learning Classrooms. Innovative Higher Education 46:2, pages 205-221.
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Yoko Nakayoshi, Miyuki Takase, Mayumi Niitani, Takiko Imai, Mari Okada, Kumiko Yamamoto & Yuri Takei. (2021) Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting: A descriptive qualitative design. International Journal of Nursing Sciences 8:1, pages 79-86.
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Noel McGinn, Ernesto Schiefelbein, J. Enrique Froemel & Alberto Lecaros. (2020) An intensive approach for course repeating students at a Chilean University. Higher Education 80:6, pages 1045-1059.
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Christine R. Starr, Lisa Hunter, Robin Dunkin, Susanna Honig, Rafael Palomino & Campbell Leaper. (2020) Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study. Journal of Research in Science Teaching 57:7, pages 1093-1118.
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Ruxandra Toma. (2020) The academic climate and student-teacher relationship as determinants of academic motivation. Studia Doctoralia 11:1, pages 34-46.
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Ruxandra Toma. (2020) The academic climate and student-teacher relationship as determinants of academic motivation. Studia Doctoralia 11:1, pages 34-46.
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Jeffrey T. Olimpo & David Esparza. 2020. Active Learning in College Science. Active Learning in College Science
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Elena P. Kolpikova, Derek C. Chen & Jennifer H. Doherty. (2019) Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes. CBE—Life Sciences Education 18:4, pages ar52.
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Laura K. Weir, Megan K. Barker, Lisa M. McDonnell, Natalie G. Schimpf, Tamara M. Rodela & Patricia M. Schulte. (2019) Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology. PLOS ONE 14:8, pages e0220900.
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Alharbi Awatif Abdullah & Cuihong Yang. (2019) Impact of Active Learning on Mathematical Achievement: an Empirical Study in Saudi Arabia Primary Schools. JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4:3, pages 43-51.
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Alice E. Donlan, Sandra M. Loughlin & Virginia L. Byrne. (2019) The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors. To Improve the Academy 38:1, pages 33-49.
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