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Roland Molontay & Marcell Nagy. (2023) How to improve the predictive validity of a composite admission score? A case study from Hungary. Assessment & Evaluation in Higher Education 48:4, pages 419-437.
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Maria Eugénia Ferrão. (2023) Differential effect of university entrance scores on graduates’ performance: the case of degree completion on time in Portugal. Assessment & Evaluation in Higher Education 48:1, pages 95-106.
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Marcell Nagy & Roland Molontay. (2021) Comprehensive analysis of the predictive validity of the university entrance score in Hungary. Assessment & Evaluation in Higher Education 46:8, pages 1235-1253.
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Maria Limniou, Denis Duret & Caroline Hands. (2020) Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning. Higher Education Pedagogies 5:1, pages 132-147.
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Fernando A. Peña-Ramírez, Renata R. Guerra & Charles Peixoto Mafalda. (2023) The unit ratio-extended Weibull family and the dropout rate in Brazilian undergraduate courses. PLOS ONE 18:11, pages e0290885.
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Rex Friday Ogoronte Alderton Ijah, Nkemsinachi M. Onodingene, Tolunigba A. Kolawole, Alexander A. Dimoko & Christie N. Mato. (2023) Evaluation of Preparation and Outcome of the Joint Admissions and Matriculation Board Examinations Among First Year Medical Students in Rivers State. European Journal of Theoretical and Applied Sciences 1:6, pages 1027-1040.
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Andrea Priulla, Martina Vittorietti & Massimo Attanasio. (2023) Does taking additional Maths classes in high school affect academic outcomes?. Socio-Economic Planning Sciences 89, pages 101674.
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Inji Shukur. (2023) Exploring the Long-Term Effects of the IB Curriculum on Students' Academic Achievement: A case study of International Maarif Schools Erbil. OTS Canadian Journal 2:7, pages 12-25.
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Justice Kojo Gabriel Agyenim Boateng & Joseph Tufuor Kwarteng. (2023) Effect of Undergraduate Business Students’ Entry Characteristics on Academic Success. Education Research International 2023, pages 1-9.
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Juan-Carlos Pérez-González, Gemma Filella, Anna Soldevila, Yasmine Faiad & Maria-Jose Sanchez-Ruiz. (2022) Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition and Learning 17:3, pages 1141-1165.
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Ioannis Tsaousis & Mohammed H. Alghamdi. (2022) Examining academic performance across gender differently: Measurement invariance and latent mean differences using bias-corrected bootstrap confidence intervals. Frontiers in Psychology 13.
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Rebeca V. Farias, Valdiney V. Gouveia & Leandro S. Almeida. (2022) Adaptação e sucesso acadêmico em estudantes brasileiros do primeiro ano da educação superior. Revista de Estudios e Investigación en Psicología y Educación 9:1, pages 58-75.
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Joana R. Casanova, Alexandra Gomes, Maria Alfredo Moreira & Leandro S. Almeida. (2022) Promoting Success and Persistence in Pandemic Times: An Experience With First-Year Students. Frontiers in Psychology 13.
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Nazmi Xhomara & Indrit Baholli. (2022) Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning. International Journal of Online Pedagogy and Course Design 12:1, pages 1-14.
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Camila Alves Fior, Soely Aparecida Jorge Polydoro, Adriane Martins Soares Pelissoni, Marilda Aparecida Dantas, Maria José Martins & Leandro da Silva Almeida. (2022) IMPACT OF SELF-EFFICACY AND ACADEMIC PERFORMANCE IN THE DROPOUT OF HIGHER EDUCATION STUDENTS. Psicologia Escolar e Educacional 26.
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Camila Alves Fior, Soely Aparecida Jorge Polydoro, Adriane Martins Soares Pelissoni, Marilda Aparecida Dantas, Maria José Martins & Leandro da Silva Almeida. (2022) IMPACTO DA AUTOEFICÁCIA E DO RENDIMENTO ACADÊMICO NO ABANDONO DE ESTUDANTES DO ENSINO SUPERIOR. Psicologia Escolar e Educacional 26.
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Joana Casanova, Ana B. Bernardo & Leandro S. Almeida. (2021) Dificuldades na adaptação académica e intenção de abandono de estudantes do 1.º ano do Ensino Superior. Revista de Estudios e Investigación en Psicología y Educación 8:2, pages 211-228.
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Bianca Ifeoma Chigbu & Fhulu.H. Nekhwevha. (2021) High school training outcome and academic performance of first-year tertiary institution learners - Taking 'Input-Environment-Outcomes model' into account. Heliyon 7:7, pages e07700.
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Philip Crowther & Sarah Briant. (2020) Predicting Academic Success: A Longitudinal Study of University Design Students. International Journal of Art & Design Education 40:1, pages 20-34.
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