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Studies in Higher Education Volume 39, 2014 - Issue 5
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Articles

Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program

Björn B. de KoningDepartment of Psychology, Erasmus University Rotterdam, Rotterdam, the NetherlandsCorrespondence[email protected]
,
Sofie M.M. LoyensDepartment of Psychology, Erasmus University Rotterdam, Rotterdam, the Netherlands
,
Remy M.J.P. RikersDepartment of Psychology, Erasmus University Rotterdam, Rotterdam, the Netherlands
,
Guus SmeetsDepartment of Psychology, Erasmus University Rotterdam, Rotterdam, the Netherlands
&
Henk T. van der MolenDepartment of Psychology, Erasmus University Rotterdam, Rotterdam, the Netherlands
Pages 835-847 | Published online: 09 Jan 2013

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Henk G. Schmidt, Gerard J. A. Baars, Peter Hermus, Henk T. van der Molen, Ivo J. M. Arnold & Guus Smeets. (2022) Changes in examination practices reduce procrastination in university students. European Journal of Higher Education 12:1, pages 56-71.
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Rob Kickert, Marieke Meeuwisse, Lidia R. Arends, Peter Prinzie & Karen M. Stegers-Jager. (2021) Assessment policies and academic progress: differences in performance and selection for progress. Assessment & Evaluation in Higher Education 46:7, pages 1140-1156.
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Ilja Cornelisz, Rolf van der Velden, Inge de Wolf  & Chris van Klaveren. (2020) The consequences of academic dismissal for academic success. Studies in Higher Education 45:11, pages 2175-2189.
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Petrie J. A. C. van der Zanden, Eddie Denessen, Antonius H. N. Cillessen & Paulien C. Meijer. (2019) Patterns of success: first-year student success in multiple domains. Studies in Higher Education 44:11, pages 2081-2095.
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Jonne Vulperhorst, Christel Lutz, Renske de Kleijn & Jan van Tartwijk. (2018) Disentangling the predictive validity of high school grades for academic success in university. Assessment & Evaluation in Higher Education 43:3, pages 399-414.
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Eline Sneyers & Kristof De Witte. (2018) Interventions in higher education and their effect on student success: a meta-analysis. Educational Review 70:2, pages 208-228.
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Eline Sneyers & Kristof De Witte. (2017) The interaction between dropout, graduation rates and quality ratings in universities. Journal of the Operational Research Society 68:4, pages 416-430.
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Eline Sneyers & Kristof De Witte. (2017) The effect of an academic dismissal policy on dropout, graduation rates and student satisfaction. Evidence from the Netherlands. Studies in Higher Education 42:2, pages 354-389.
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Ivo J.M. Arnold. (2015) The effectiveness of academic dismissal policies in Dutch university education: an empirical investigation. Studies in Higher Education 40:6, pages 1068-1084.
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Articles from other publishers (8)

Ivo J.M. Arnold. (2022) A high bar may benefit weak students. Higher Education 86:5, pages 1027-1047.
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Job Hudig, Ad W. A. Scheepers, Michaéla C. Schippers & Guus Smeets. (2022) Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life. Current Psychology 42:27, pages 23349-23368.
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Vera M.A. Broks, Karen M. Stegers‐Jager, Walter W. Broek & Andrea M. Woltman. (2021) Effects of raising the bar on medical student study progress: An intersectional approach. Medical Education 55:8, pages 972-981.
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Karen M. Stegers‐Jager, Mesut Savas, Jeroen Waal, Elisabeth F. C. Rossum & Andrea M. Woltman. (2020) Gender‐specific effects of raising Year‐1 standards on medical students' academic performance and stress levels. Medical Education 54:6, pages 538-546.
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Petrie J.A.C. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen & Paulien C. Meijer. (2018) Domains and predictors of first-year student success: A systematic review. Educational Research Review 23, pages 57-77.
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Lisette Wijnia, Sofie M.M. Loyens, Eva Derous & Henk G. Schmidt. (2016) University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education 59, pages 203-212.
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Sally Wiggins, Eva Hammar Chiriac, Gunvor Larsson Abbad, Regina Pauli & Marcia Worrell. (2016) Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research. Psychology Learning & Teaching 15:2, pages 136-154.
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Thijs M.H. Eijsvogels, Ronald Goorden, Wil van den Bosch & Maria T.E. Hopman. (2015) The binding study advice in medical education: a 2-year experience. Perspectives on Medical Education 4:1, pages 39-42.
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