Citations (10)
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Satu Koivuhovi, Mari-Pauliina Vainikainen & Mira Kalalahti. (2022) The Effect of Studying in Selective Classes on the Change in Pupils’ Action-Control Beliefs During Lower Secondary School in Finland. Scandinavian Journal of Educational Research 66:1, pages 105-118.
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John Perry, David Lundie & Gill Golder. (2019) Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review 71:4, pages 483-500.
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Satu Koivuhovi, Mari-Pauliina Vainikainen, Mira Kalalahti & Markku Niemivirta. (2019) Changes in Children’s Agency Beliefs and Control Expectancy in Classes With and Without a Special Emphasis in Finland from Grade Four to Grade Six. Scandinavian Journal of Educational Research 63:3, pages 427-442.
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Articles from other publishers (7)
Gui Ying Annie Yang-HeimGui Ying Annie Yang-Heim. 2023. Cultural Perspectives on Indigenous Students’ Reading Performance. Cultural Perspectives on Indigenous Students’ Reading Performance
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Gui Ying Annie Yang-HeimGui Ying Annie Yang-Heim. 2023. Cultural Perspectives on Indigenous Students’ Reading Performance. Cultural Perspectives on Indigenous Students’ Reading Performance
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Risto Hotulainen, Janica Vinni-Laakso & Sirkku Kupiainen. (2020) Development of learning to learn competence across secondary education and its association with attainment in Finnish/Swedish high-stake exit exam. Thinking Skills and Creativity 38, pages 100738.
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Patrícia Martinková, Adéla Hladká & Eva Potužníková. (2020) Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications. Learning and Instruction 66, pages 101286.
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Ellen Boeren. 2019. Mapping out the Research Field of Adult Education and Learning. Mapping out the Research Field of Adult Education and Learning
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Benő Csapó & Gyöngyvér Molnár. (2017) Potential for Assessing Dynamic Problem-Solving at the Beginning of Higher Education Studies. Frontiers in Psychology 8.
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Mari-Pauliina Vainikainen, Ninja Hienonen & Risto Hotulainen. (2017) Class size as a means of three-tiered support in Finnish primary schools. Learning and Individual Differences 56, pages 96-104.
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