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Evangelia Karagiannopoulou & Fotios S. Milienos. (2015) Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement. Educational Psychology 35:1, pages 26-52.
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S. Milienos. (2013) Exploring the relationship between experienced students' preference for open- and closed-book examinations, approaches to learning and achievement. Educational Research and Evaluation 19:4, pages 271-296.
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Marann Byrne, Barbara Flood & Pauline Willis
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JohnR. Baird. (1988) Quality: What Should Make Higher Education ‘Higher'?. Higher Education Research & Development 7:2, pages 141-152.
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Articles from other publishers (7)
Miguel Leiva-Brondo, Jaime Cebolla-Cornejo, Rosa Peiró, Nuria Andrés-Colás, Cristina Esteras, María Ferriol, Hugo Merle, María José Díez & Ana Pérez-de-Castro. (2020) Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Education Sciences 10:7, pages 173.
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Jin Su Jeong, David González-Gómez, M. Carmen Conde-Núñez & Alejandrina Gallego-Picó. (2019) EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE. Journal of Baltic Science Education 18:6, pages 880-891.
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Qiuzhi Xie & Li-fang Zhang. (2014) Demographic Factors, Personality, and Ability as Predictors of Learning Approaches. The Asia-Pacific Education Researcher 24:4, pages 569-577.
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Muhammad A. Khalifa, Michael E. Jennings, Felecia Briscoe, Ashley M. Oleszweski & Nimo Abdi. (2013) Racism? Administrative and Community Perspectives in Data-Driven Decision Making. Urban Education 49:2, pages 147-181.
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John T.E. Richardson. (2013) Approaches to studying across the adult life span: Evidence from distance education. Learning and Individual Differences 26, pages 74-80.
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David Watkins & Murari Regmi. (2016) Toward the Cross-Cultural Validation of a Western Model of Student Approaches to Learning. Journal of Cross-Cultural Psychology 27:5, pages 547-560.
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J. H. F. Meyer, P. Parsons & T. T. Dunne. (1990) Individual study orchestrations and their association with learning outcome. Higher Education 20:1, pages 67-89.
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