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Lynn Van den Broeck, Tinne De Laet, Marlies Lacante, Maarten Pinxten, Carolien Van Soom & Greet Langie. (2019) Predicting the academic achievement of students bridging to engineering: the role of academic background variables and diagnostic testing. Journal of Further and Higher Education 43:7, pages 989-1007.
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Terhi Skaniakos, Sanna Honkimäki, Eeva Kallio, Kari Nissinen & Päivi Tynjälä. (2019) Study guidance experiences, study progress, and perceived learning outcomes of Finnish university students. European Journal of Higher Education 9:2, pages 203-218.
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Angela Minichiello, Sherry Marx, Laurie McNeill & Christine Hailey. (2019) Exploring student study behaviours in engineering: how undergraduates prepared textbook problems for online submission. European Journal of Engineering Education 44:1-2, pages 253-270.
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Päivi Kinnunen, Matthew Butler, Michael Morgan, Aletta Nylen, Anne-Kathrin Peters, Jane Sinclair, Sara Kalvala & Erkki Pesonen. (2018) Understanding initial undergraduate expectations and identity in computing studies. European Journal of Engineering Education 43:2, pages 201-218.
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Thomas F. Nelson Laird, Tricia A. Seifert, Ernest T. Pascarella, Matthew J. Mayhew & Charles F. Blaich. (2014) Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development. The Journal of Higher Education 85:3, pages 402-432.
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Anne Virtanen, Päivi Tynjälä & Anneli Eteläpelto. (2014) Factors promoting vocational students’ learning at work: study on student experiences. Journal of Education and Work 27:1, pages 43-70.
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Päivi Virtanen & Anne Nevgi. (2010) Disciplinary and gender differences among higher education students in self‐regulated learning strategies. Educational Psychology 30:3, pages 323-347.
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Articles from other publishers (12)
Sabrina Fawzia & Azharul Karim. (2024) Exploring the connection between deep learning and learning assessments: a cross-disciplinary engineering education perspective. Humanities and Social Sciences Communications 11:1.
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Todd Fernandez & Shayla Ellington. (2023) Work in Progress: Caring Means Clear Explanations—The Epistemic Value of Engineering Students’ Descriptions of Good Teaching. Work in Progress: Caring Means Clear Explanations—The Epistemic Value of Engineering Students’ Descriptions of Good Teaching.
Allison Godwin, Brianna Benedict, Jacqueline Rohde, Aaron Thielmeyer, Heather Perkins, Justin Major, Herman Clements & Zhihui Chen. (2021) New Epistemological Perspectives on Quantitative Methods: An Example
Using Topological Data Analysis. Studies in Engineering Education 2:1, pages 16.
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Matthew Scheidt, Allison Godwin, Edward Berger, John Chen, Brian P. Self, James M. Widmann & Ann Q. Gates. (2021) Engineering students' noncognitive and affective factors: Group differences from cluster analysis. Journal of Engineering Education 110:2, pages 343-370.
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Laura Dörrenbächer-Ulrich, Marie Weißenfels, Lea Russer & Franziska Perels. (2021) Multimethod assessment of self-regulated learning in college students: different methods for different components?. Instructional Science 49:1, pages 137-163.
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Katja Derr, Reinhold Hübl, Ulrich Huckenbeck, Edith Mechelke-Schwede, David Obermayr & Miriam Weigel. 2021. Selbststudium im digitalen Wandel. Selbststudium im digitalen Wandel
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Juan Zheng, Wanli Xing, Gaoxia Zhu, Guanhua Chen, Henglv Zhao & Charles Xie. (2020) Profiling self-regulation behaviors in STEM learning of engineering design. Computers & Education 143, pages 103669.
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Maarten Pinxten, Carolien Van Soom, Christine Peeters, Tinne De Laet & Greet Langie. (2017) At-risk at the gate: prediction of study success of first-year science and engineering students in an open-admission university in Flanders—any incremental validity of study strategies?. European Journal of Psychology of Education 34:1, pages 45-66.
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Aini Nazura Paimin, Maizam Alias, Juliana Kaya Prpic & Roger George Hadgraft. (2017) Developing an instrument to measure the cognitive- affective-conative profile of engineering students. Developing an instrument to measure the cognitive- affective-conative profile of engineering students.
Laura Dörrenbächer & Franziska Perels. (2016) Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences 51, pages 229-241.
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Päivi Virtanen, Anne Nevgi & Hannele Niemi. (2015) Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success. Studies for the Learning Society 3:1-2, pages 20-34.
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Josepa Alemany Costa, Xavier Perramon Tornil & Laura Panadès Estruch. (2014) Las prácticas externas en el proceso de adaptación al EEES. El punto de vista de la primera promoción de grado en la UPF. REDU. Revista de Docencia Universitaria 12:4, pages 115.
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