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N. L. Higgins, Joseph A. Rathner & Sarah Frankland. (2023) Development of self-regulated learning: a longitudinal study on academic performance in undergraduate science. Research in Science & Technological Education 41:4, pages 1242-1266.
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Somesh P. Roy, Amber Young-Brice, Jenna Lassila & Brandon Kyle Johnson. (2023) Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition. College Teaching 0:0, pages 1-14.
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Margo Brewer, Gisela van Kessel, Brooke Sanderson & Alice Carter. (2022) Enhancing student resilience by targeting staff resilience, attitudes and practices. Higher Education Research & Development 41:4, pages 1013-1027.
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Juan Carlos Ayala & Guadalupe Manzano. (2018) Academic performance of first-year university students: the influence of resilience and engagement. Higher Education Research & Development 37:7, pages 1321-1335.
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Kay Colthorpe, Tania Sharifirad, Louise Ainscough, Stephen Anderson & Kirsten Zimbardi. (2018) Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment & Evaluation in Higher Education 43:2, pages 272-285.
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Manuel Bächtold, Jacqueline Papet, Dominique Barbe Asensio, André Mas, Sandra Borne & Appolinaire Ngoua Ondo. Predicting performance in exams and deep approach to learning in first year university students: a new look at academic success. Studies in Higher Education 0:0, pages 1-16.
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David Rodriguez-Gomez, José Luís Muñoz-Moreno & Georgeta Ion. (2024) Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions. Sustainability 16:7, pages 3021.
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Hilary K. Y. Ng. (2024) How do students’ learning goals differ? A text mining approach to reveal the individual differences. Frontiers in Education 8.
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Tatiana Fumasoli & Myroslava Hladchenko. (2024) Strategic management in higher education: conceptual insights, lessons learned, emerging challenges. Tertiary Education and Management 29:4, pages 331-339.
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Amanda J. Sebesta & Elena Bray Speth. (2023) Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams. PLOS ONE 18:7, pages e0287313.
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Joana R. Casanova, Adrián Castro-López, Ana B. Bernardo & Leandro S. Almeida. (2023) The Dropout of First-Year STEM Students: Is It Worth Looking beyond Academic Achievement?. Sustainability 15:2, pages 1253.
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Wei How Darryl Ang, Shefaly Shorey, Violeta Lopez, Han Shi Jocelyn Chew & Ying Lau. (2021) Generation Z undergraduate students’ resilience during the COVID-19 pandemic: a qualitative study. Current Psychology 41:11, pages 8132-8146.
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Izaak Rutenberg, Louise Ainscough, Kay Colthorpe & Tracey Langfield. (2022) The anatomy of agency: Improving academic performance in first‐year university students. Anatomical Sciences Education 15:6, pages 1018-1031.
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Tara Winters. (2022) Academic Resilience as a Concept for Creative Arts Higher Education: A Thematic Review. International Journal of Art & Design Education 41:3, pages 464-481.
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Anusha Ramgoolam-Atchiamith, Aila Khan, Cristina Rodrigues & Karina Michelle Wardle. (2022) Stress during work placement – examining positive outcomes for hospitality students in a work-integrated learning programme. Higher Education, Skills and Work-Based Learning 12:4, pages 674-688.
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Soraia Pereira, Maria do Ceu Taveira, Ana Daniela Silva & Joana Soares. (2022) Apoiar a Aprendizagem e a Carreira de Estudantes Universitários em Contexto Pandémico. Revista de Estudios e Investigación en Psicología y Educación 9, pages 61-73.
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Stephanie J. MacMahon, Annemaree Carroll, Alexandra Osika & Angelique Howell. (2022) Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines. Review of Education 10:1.
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Ken-Zen Chen & Shao-Chi Li. (2021) Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course. Computers and Education: Artificial Intelligence 2, pages 100024.
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Marta SANDOVAL, Carmen MÁRQUEZ VÁZQUEZ, Cecilia SIMON & Alma M. SANDIGO. (2020) Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs. Revista Brasileira de Educação Especial 26:4, pages 551-554.
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Cristina Checa, Carmen De-Pablos-Heredero, Yenny Guiselli Torres, José Luis Montes-Botella, Cecilio Barba & Antón García. (2020) Focused Coordination Models towards Sustainability in Higher Education. Case of Quevedo State Technical University (Ecuador). Sustainability 12:14, pages 5760.
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Kay Louise Colthorpe, Haruna Abe & Louise Ainscough. (2018) How do students deal with difficult physiological knowledge?. Advances in Physiology Education 42:4, pages 555-564.
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