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Italo Testa, Silvia Galano & Oreste Tarallo. (2023) The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses. International Journal of Science Education 45:5, pages 358-382.
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Tung S. Nguyen, Julia Y. K. Chan, Jade T. K. Ha, Ugo Umekwe-Odudu & Sachel M. Villafañe. (2024) Development and implementation of chemistry mindset modules in two general chemistry courses at a hispanic-serving institution: an exploratory study. Chemistry Education Research and Practice 25:2, pages 544-559.
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Lindsay B. Wheeler & Amanda L. Gonczi. (2022) Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course. Journal of Research in Science Teaching 60:7, pages 1488-1519.
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Sun Young Kim & Amani K. Hamdan Alghamdi. (2023) SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES. Journal of Baltic Science Education 22:2, pages 269-281.
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Meirui Li, Baolei Zhang, Xiaobo Zhang, Shumin Zhang & Le Yin. (2023) Exploring Spatio-Temporal Variations of Ecological Risk in the Yellow River Ecological Economic Belt Based on an Improved Landscape Index Method. International Journal of Environmental Research and Public Health 20:3, pages 1837.
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Sevil ÇALI & Serkan KAPUCU. (2022) Fen Öğrenme Anlayışları, Yapılandırmacı Öğrenme Ortamı Algıları ve Fen Öğrenme Özyeterlikleri Arasındaki İlişkilerin BelirlenmesiDetermining the Relationships between Conceptions of Learning Science, Constructivist Learning Environment Perceptions and Self-Efficacy of Learning Science. Fen Bilimleri Öğretimi Dergisi 10:2, pages 368-385.
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Benjamin Aidoo, Christian Anthony-Krueger, Alexander Obiri Gyampoh Gyampoh, Johnson Tsyawo & Francis Quansah. (2022) A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning. European Journal of Science and Mathematics Education 10:4, pages 507-518.
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Yujuan Liu. (2022) Effects of a CURE Laboratory Module on General Chemistry Students’ Perceptions of Scientific Research, Green Chemistry, and Self-Efficacy. Journal of Chemical Education 99:7, pages 2588-2596.
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Emmanuel Bizimana, Dieudonné Mutangana & Adrian Mwesigye. (2022) Students’ Perceptions of the Classroom Learning Environment and Engagement in Cooperative Mastery Learning-Based Biology Classroom Instruction. Education Research International 2022, pages 1-14.
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Johannes Vogelzang, Wilfried F. Admiraal & Jan H. van Driel. (2021) Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning. Instructional Science 49:5, pages 719-746.
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Nicole Naibert, Kerry D. Duck, Michael M. Phillips & Jack Barbera. (2021) Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses. Journal of Chemical Education 98:5, pages 1489-1502.
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Jia Yi Han, John Yap, Teck Kiang Tan, Yulin Lam & Fun Man Fung. 2021. Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach. Technology-Enabled Blended Learning Experiences for Chemistry Education and Outreach
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Kuo-Ting Huang, Christopher Ball, Shelia R. Cotten & LaToya O’Neal. (2020) Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes. Social Inclusion 8:2, pages 213-221.
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Su Gao, Haiying Long, Dan Li & Luxi Yang. (2019) The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data. Social Psychology of Education 23:2, pages 385-410.
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Ömer Acar. (2019) An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels. Pegem Eğitim ve Öğretim Dergisi 10:1, pages 01-16.
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Diego Ardura & Alberto Pérez-Bitrián. (2019) Motivational pathways towards academic achievement in physics & chemistry: a comparison between students who opt out and those who persist. Chemistry Education Research and Practice 20:3, pages 618-632.
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Ömer Acar. (2018) Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey. Journal of Research in Science Teaching 56:5, pages 649-675.
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Yen-Yuan Chen, Chia-Ming Li, Jyh-Chong Liang & Chin-Chung Tsai. (2018) Health Information Obtained From the Internet and Changes in Medical Decision Making: Questionnaire Development and Cross-Sectional Survey. Journal of Medical Internet Research 20:2, pages e47.
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Hanife Esen Aygün & Çiğdem Şahin Taşkın. (2018) Investigating of perceptions on classroom climate for third and fourth graders. Pegem Eğitim ve Öğretim Dergisi 8:2, pages 327-352.
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Sunha Kim. (2017) ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance. Journal of Educational Computing Research 55:8, pages 1168-1200.
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Shaohui Chi, Zuhao Wang, Ma Luo, Yuqin Yang & Min Huang. (2018) Student progression on chemical symbol representation abilities at different grade levels (Grades 10–12) across gender. Chemistry Education Research and Practice 19:4, pages 1055-1064.
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Paulette Vincent-Ruz, Kevin Binning, Christian D. Schunn & Joe Grabowski. (2018) The effect of math SAT on women's chemistry competency beliefs. Chemistry Education Research and Practice 19:1, pages 342-351.
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Sachel M. Villafañe, Xiaoying Xu & Jeffrey R. Raker. (2016) Self-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causation. Chemistry Education Research and Practice 17:4, pages 973-984.
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