Citations (68)
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Sebastian Geisler. (2023) What role do students’ beliefs play in a successful transition from school to university mathematics?. International Journal of Mathematical Education in Science and Technology 54:8, pages 1458-1473.
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Michael Liebendörfer, Robin Göller, Lara Gildehaus, Jörg Kortemeyer, Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode & Niclas Schaper. (2022) The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology 53:5, pages 1133-1152.
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Kathy Nabours & Myung Hwa Koh. (2020) Outcomes of Incorporating the Science of Learning into Mathematics Curriculum. Community College Journal of Research and Practice 44:6, pages 412-426.
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Aristoklis Andreas Nicolaou & Xenia Xistouri. (2011) Field dependence/independence cognitive style and problem posing: an investigation with sixth grade students. Educational Psychology 31:5, pages 611-627.
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Katriina Hailikari & Anne Nevgi. (2010) How to Diagnose At‐risk Students in Chemistry: The case of prior knowledge assessment. International Journal of Science Education 32:15, pages 2079-2095.
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Cándida Filgueira Arias & María del Carmen Escribano Ródenas. (2023) Matemáticas, Resiliencia y alumnos con Altas Capacidades. TECHNO REVIEW. International Technology, Science and Society Review /Revista Internacional de Tecnología, Ciencia y Sociedad 13:1, pages 115-127.
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Martin Mayerhofer, Marko Lüftenegger & Michael Eichmair. (2023) Impact of a Mathematics Bridging Course on the Motivation and Learning Skills of University Students. International Journal of Research in Undergraduate Mathematics Education.
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Sebastian Geisler, Katrin Rolka & Stefanie Rach. (2023) Development of affect at the transition to university mathematics and its relation to dropout — identifying related learning situations and deriving possible support measures. Educational Studies in Mathematics 113:1, pages 35-56.
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Juan-Carlos de la Cruz-Campos, Juan-José Victoria-Maldonado, José-Antonio Martínez-Domingo & María-Natalia Campos-Soto. (2023) Causes of academic dropout in higher education in Andalusia and proposals for its prevention at university: A systematic review. Frontiers in Education 8.
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Asma Alzahrani, Eric J. Beh & Elizabeth Stojanovski. (2023) Exploring the association between self-efficacy and future utility beliefs in mathematics: A practical tutorial on correspondence analysis. PLOS ONE 18:3, pages e0282696.
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Sebastian Geisler, Stefanie Rach & Katrin Rolka. (2023) The relation between attitudes towards mathematics and dropout from university mathematics—the mediating role of satisfaction and achievement. Educational Studies in Mathematics 112:2, pages 359-381.
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Florian Stern, Kostas Kampourakis & Andreas Müller. (2022) “Genes for a role,” “genes as essences”: Secondary students' explicit and implicit intuitions about genetic essentialism and teleology. Journal of Research in Science Teaching 60:2, pages 237-267.
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Georgina Maria Tinungki, Budi Nurwahyu, Agus Budi Hartono & Powell Gian Hartono. (2022) Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching. Education Sciences 12:11, pages 825.
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Damian J. Rivers, Michael Vallance & Michiko Nakamura. (2021) Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept. Journal of Educational Technology Systems 50:1, pages 87-111.
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Arielle True-Funk, Cristina PoleacovschiGloria Jones-JohnsonScott Feinstein, Kalynda Smith & Stephanie Luster-Teasley. (2021) Intersectional Engineers: Diversity of Gender and Race Microaggressions and Their Effects in Engineering Education. Journal of Management in Engineering 37:3.
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Alenka Brezavšček, Janja Jerebic, Gregor Rus & Anja Žnidaršič. (2020) Factors Influencing Mathematics Achievement of University Students of Social Sciences. Mathematics 8:12, pages 2134.
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Christoph Deeken, Irene Neumann & Aiso Heinze. (2019) Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates?. International Journal of Research in Undergraduate Mathematics Education 6:1, pages 23-41.
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David F. Feldon, Gregory Callan, Stephanie Juth & Soojeong Jeong. (2019) Cognitive Load as Motivational Cost. Educational Psychology Review 31:2, pages 319-337.
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Stefanie Rach & Aiso Heinze. (2016) The Transition from School to University in Mathematics: Which Influence Do School-Related Variables Have?. International Journal of Science and Mathematics Education 15:7, pages 1343-1363.
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