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Original Articles

Self‐theories: some implications for teaching and learning in higher education

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Pages 25-37 | Published online: 16 Apr 2008

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (27)

Tatiana Karabchuk & Yana Roshchina. (2023) Predictors of student engagement: the role of universities’ or importance of students’ background?. European Journal of Higher Education 13:3, pages 327-346.
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Samuel Asare, Helen Nicholson & Sarah Stein. (2017) You can’t ignore us: what role does family play in student engagement and alienation in a Ghanaian university?. Journal of Higher Education Policy and Management 39:6, pages 593-606.
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David Buschhüter, Christian Spoden & Andreas Borowski. (2017) Physics knowledge of first semester physics students in Germany: a comparison of 1978 and 2013 cohorts. International Journal of Science Education 39:9, pages 1109-1132.
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İhsan Ünaldı. (2016) Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners. Assessment & Evaluation in Higher Education 41:1, pages 67-80.
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Nader H. Shooshtari & Timothy A. Manuel. (2014) Curriculum Internationalization at AACSB Schools: Immersive Experiences, Student Placement, and Assessment. Journal of Teaching in International Business 25:2, pages 134-156.
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Ella R. Kahu. (2013) Framing student engagement in higher education. Studies in Higher Education 38:5, pages 758-773.
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D.M.E. Griffioen, U. de Jong & S. Jak. (2013) Research self-efficacy of lecturers in non-university higher education. Innovations in Education and Teaching International 50:1, pages 25-37.
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Claire Taylor. (2012) ‘I just seem to be a C sort of person’: Self-theory and academic achievement. Studies in the Education of Adults 44:1, pages 101-113.
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Linda Leach. (2012) Optional self-assessment: some tensions and dilemmas. Assessment & Evaluation in Higher Education 37:2, pages 137-147.
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Shuang Ren, Ying Zhu & Malcolm Warner. (2011) Human resources, higher education reform and employment opportunities for university graduates in the People's Republic of China. The International Journal of Human Resource Management 22:16, pages 3429-3446.
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Linda Leach & Nick Zepke. (2011) Engaging students in learning: a review of a conceptual organiser. Higher Education Research & Development 30:2, pages 193-204.
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Trevor Hussey & Patrick Smith. (2010) Transitions in higher education. Innovations in Education and Teaching International 47:2, pages 155-164.
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Nick Zepke, Linda Leach & Philippa Butler. (2010) Engagement in post‐compulsory education: students' motivation and action. Research in Post-Compulsory Education 15:1, pages 1-17.
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Alan Gleaves, Caroline Walker & John Grey. (2007) Using digital and paper diaries for learning and assessment purposes in higher education: a comparative study of feasibility and reliability. Assessment & Evaluation in Higher Education 32:6, pages 631-643.
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Mantz Yorke & Peter Knight. (2007) Evidence-informed pedagogy and the enhancement of student employability. Teaching in Higher Education 12:2, pages 157-170.
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Gordon Clark. (2007) Going Beyond our Limits: Issues for Able and Disabled Students. Journal of Geography in Higher Education 31:1, pages 211-218.
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Caroline Walker, Alan Gleaves & John Grey. (2006) Can students within higher education learn to be resilient and, educationally speaking, does it matter?. Educational Studies 32:3, pages 251-264.
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Peter Knight, Jo Tait & Mantz Yorke. (2006) The professional learning of teachers in higher education. Studies in Higher Education 31:3, pages 319-339.
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DavidJ. Nicol & Debra Macfarlane‐Dick. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31:2, pages 199-218.
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Mantz Yorke. (2003) Going with the flow: First‐cycle higher education in a lifelong learning context. Tertiary Education and Management 9:2, pages 117-130.
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