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Chan Choong Foong, Nur Liyana Bashir Ghouse, An Jie Lye, Vinod Pallath, Wei-Han Hong & Jamuna Vadivelu. (2022) Differences between high- and low-achieving pre-clinical medical students: a qualitative instrumental case study from a theory of action perspective. Annals of Medicine 54:1, pages 195-210.
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Mohammed A. A. Abulela & William M. Bart. (2021) Learning and study strategies and engagement among Egyptian undergraduates: do gender and discipline matter?. Educational Psychology 41:9, pages 1160-1179.
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Deesha Chadha, Andreas Kogelbauer, James Campbell, Klaus Hellgardt, Marsha Maraj, Umang Shah, Clemens Brechtelsbauer & Colin Hale. (2021) Are the kids alright? Exploring students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK. European Journal of Engineering Education 46:5, pages 662-677.
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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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Min Kyu Kim & Tuba Ketenci. (2020) The role of expressed emotions in online discussions. Journal of Research on Technology in Education 52:1, pages 95-112.
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Bernardo Gargallo, Carmen Campos & Gonzalo Almerich. (2016) Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement / Aprender a aprender en la universidad. Efectos de una materia instrumental sobre las estrategias de aprendizaje y el rendimiento académico. Culture and Education 28:4, pages 771-810.
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A. Fernandez-Sainz, J. D. García-Merino & S. Urionabarrenetxea. (2016) Has the Bologna process been worthwhile? An analysis of the Learning Society-Adapted Outcome Index through quantile regression. Studies in Higher Education 41:9, pages 1579-1594.
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Zahra Jouhari, Fariba Haghani & Tahereh Changiz. (2015) Factors affecting self-regulated learning in medical students: a qualitative study. Medical Education Online 20:1.
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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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Michael C.W. Yip. (2012) Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education 18:1, pages 23-34.
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Articles from other publishers (20)
Lena Boström, Charlotta Collén, Ulla Damber & Ulrika Gidlund. (2021) A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education. Education Sciences 11:11, pages 721.
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Carlton J. Fong, Megan R. Krou, Karen Johnston-Ashton, Meagan A. Hoff, Shengjie Lin & Cassandra Gonzales. (2021) LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes. Educational Research Review 34, pages 100407.
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María Gómez Gallego, Alfonso Palazón Perez de los Cobos & Juan Cándido Gómez Gallego. (2021) Identifying Students at Risk to Academic Dropout in Higher Education. Education Sciences 11:8, pages 427.
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Jennifer G. Martin, Nancy S. Smith & Chris Wendt. (2021) Self-Regulated Learning On Program Entry in Doctor of Physical Therapy Students: A Pilot Study. Journal of Physical Therapy Education 35:1, pages 55-66.
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Angela Mei Chen Wu. (2020) Native-English-Speaking Teachers: Do They Bring Values to EFL Learners? A Study on Listening Proficiency of Taiwanese Elementary School Students英語為母語的外籍英語教師對於台灣小學生英語聽力之影響. English Teaching & Learning 45:1, pages 89-107.
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Wulandari Saputri, Aloysius D.Herawati Susilo & Hadi Suwono. (2020) QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities. European Journal of Educational Research 9:2, pages 853-864.
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Jun Yang, Guoyang Zhang, Runzhi Huang, Penghui Yan, Peng Hu, Lanting Huang, Tong Meng, Jie Zhang, Ruilin Liu, Ying Zeng, Chunlan Wei, Huixia Shen, Miao Xuan, Qun Li, Meiqiong Gong, Wenting Chen, Haifeng Chen, Kaiyang Fan, Jing Wu, Zongqiang Huang, Liming Cheng & Wenzhuo Yang. (2020) Nomograms Predicting Self-Regulated Learning Levels in Chinese Undergraduate Medical Students. Frontiers in Psychology 10.
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Min Kyu Kim & Tuba Ketenci. (2019) Learner participation profiles in an asynchronous online collaboration context. The Internet and Higher Education 41, pages 62-76.
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Kui Xie, Lauren C. Hensley, Victor Law & Zhiru Sun. (2019) Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning. British Journal of Educational Technology 50:1, pages 456-468.
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Alaitz Aizpurua, Izarne Lizaso & Idoia Iturbe. (2018) Learning Strategies and Reasoning Skills of University Students. Revista de Psicodidáctica (English ed.) 23:2, pages 110-116.
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Alaitz Aizpurua, Izarne Lizaso & Idoia Iturbe. (2018) Estrategias de aprendizaje y habilidades de razonamiento de estudiantes universitarios. Revista de Psicodidáctica 23:2, pages 110-116.
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Anne Roth, Sabine Ogrin & Bernhard Schmitz. (2015) Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments. Educational Assessment, Evaluation and Accountability 28:3, pages 225-250.
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Daniell DiFrancesca, John L. Nietfeld & Li Cao. (2016) A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences 45, pages 228-236.
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Nives Zubcevic, Felix Mavondo & Sandra Luxton. (2012) Achieving at university and beyond: does it help to be good looking?. Asia Pacific Journal of Marketing and Logistics 24:5, pages 785-804.
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Gwen C. Marchand & Antonio P. Gutierrez. (2012) The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. The Internet and Higher Education 15:3, pages 150-160.
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Dharmananda Jairam, Kenneth A. Kiewra, Douglas F. Kauffman & Ruomeng Zhao. (2012) How to study a matrix. Contemporary Educational Psychology 37:2, pages 128-135.
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Joseph Seabi. (2011) Relating Learning Strategies, Self-Esteem, Intellectual Functioning with Academic Achievement among First-Year Engineering Students. South African Journal of Psychology 41:2, pages 239-249.
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