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Huong Lan Nguyen & Maryam Zarra-Nezhad. (2023) Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies. International Journal of Lifelong Education 42:4, pages 389-405.
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Michael C. W. Yip. (2021) The linkage among academic performance, learning strategies and self-efficacy of Japanese university students: a mixed-method approach. Studies in Higher Education 46:8, pages 1565-1577.
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Clifford Nowell. (2017) The influence of motivational orientation on the satisfaction of university students. Teaching in Higher Education 22:7, pages 855-866.
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Michael C.W. Yip. (2013) Learning strategies and their relationships to academic performance of high school students in Hong Kong. Educational Psychology 33:7, pages 817-827.
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Tony Blackwood. (2013) Business undergraduates' knowledge monitoring accuracy: how much do they know about how much they know?. Teaching in Higher Education 18:1, pages 65-77.
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Nicola J. Cousins, Martin Barker, Catherine Dennis, Sarah Dalrymple & Lindsay R. McPherson. (2012) Tutorials for Enhancing Skills Development in First Year Students Taking Biological Sciences. Bioscience Education 20:1, pages 68-83.
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Aysun AKGÜL & Çiğdem ALDAN KARADEMİR. (2023) ORTAOKUL ÖĞRENCİLERİNİN ÖZ-DÜZENLEME BECERİLERİ, SOSYAL BİLGİLER ÖĞRENME YAKLAŞIMLARI, ANNE-BABA VE ÖĞRETMENLERİNİN AKADEMİK KATILIMLARININ İNCELENMESİTHE INVESTIGATION OF SECONDARY SCHOOL STUDENTS’ SELF-REGULATION SKILLS, SOCIAL STUDIES LEARNING APPROACHES, ACADEMIC PARTICIPATION OF PARENTS AND TEACHERS. International Journal Of Turkish Literature Culture Education 12:2, pages 786-815.
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Angelika Beatriz Ellen Kuhlmann Lüdeke & Javier Fabricio Guillén Olaya. (2020) Effective Feedback, An Essential Component of all Stages in Medical Education. Universitas Médica 61:3.
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Çiğdem ALDAN KARADEMİR, Özge DEVECİ & Burcu ÇAYLI. (2018) Ortaokul Öğrencilerinin Öz-Düzenlemeleri ve Akademik Öz-Yeterliklerinin İncelenmesiInvestigation of Secondary School Students’ Self-Regulation and Academic Self- Efficacy. e-Kafkas Eğitim Araştırmaları Dergisi 5:3, pages 14-29.
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Lorraine Baryga & Marjan Nadjafizadeh. (2018) Étudier et s’approprier “les savoirs” en maïeutique, la pédagogie inversée. Vocation Sage-femme 17:131, pages 12-17.
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M. Bowman. (2017) The transition to self-regulated learning for first-year dental students: threshold concepts. European Journal of Dental Education 21:3, pages 142-150.
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Franck Amadieu & André Tricot. (2015) Les facteurs psychologiques qui ont un effet sur la réussite des étudiantsPsychological factors which have an effect on student success. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT:Vol. XXXIV N° 2.
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John Sturzaker. (2014) “I Think That Sometimes Reading Is Overrated”. Journal of Planning Education and Research 34:4, pages 465-471.
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Mohamed Taib Mohtadi, Abdelmajid Hajami & Hakim Allali. (2014) Pedagogical agent for metacognitive scaffolding in interactive learning environments. Pedagogical agent for metacognitive scaffolding in interactive learning environments.
Deborah Murdoch‐Eaton & Joan Sargeant. (2012) Maturational differences in undergraduate medical students’ perceptions about feedback. Medical Education 46:7, pages 711-721.
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Deborah Murdoch‐Eaton & Sue Whittle. (2011) Generic skills in medical education: developing the tools for successful lifelong learning. Medical Education 46:1, pages 120-128.
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