References
- Boldrin, A., & Mason, L. (2009). Distinguishing between knowledge and beliefs: Students’ epistemic criteria for differentiating. Instructional Science, 37(2), 107–127. https://doi.org/https://doi.org/10.1007/s11251-007-9038-1
- Budge, K., & Cowlishaw, K. (2012). Student and teacher perceptions of learning and teaching: A case study. Journal of Further and Higher Education, 36(4), 549–565. https://doi.org/https://doi.org/10.1080/0309877X.2011.643775
- Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697–726. https://doi.org/https://doi.org/10.3102/00028312042004697
- Covill, A. (2011). College students’ perception of the traditional lecture method. College Student Journal, 45(1), 92–101.
- Frisby, B. N., & Martin, M. M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/https://doi.org/10.1080/03634520903564362
- Grossman, R. (2005). Discovering hidden transformations: Making science and other courses more learnable. College Teaching, 53(1), 33–40. https://doi.org/https://doi.org/10.3200/CTCH.53.1.33-40
- Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(2), 357–374. https://doi.org/https://doi.org/10.1177/105382591203500206
- Jamieson, D. W., Lydon, J. E., Stewart, G., & Zanna, M. (1987). Pygmalion revisited: New evidence for student expectancy effects in the classroom. Journal of Educational Psychology, 79(4), 461–466. https://doi.org/https://doi.org/10.1037/0022-0663.79.4.461
- Kamberelis, G., & Dimitriadis, G. (2013). Focus groups: From structured interviews to collective conversations. Routledge.
- Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. https://doi.org/https://doi.org/10.1111/jcal.12005
- Karatas, H., & Erden, M. (2017). Predictors of academic motivation: Epistemological beliefs, learning approaches and problem-solving skills. International Online Journal of Educational Sciences, 9(4), 897–916.
- Karp, M. M., & Bork, R. H. (2014). They never told me what to expect, so I did not know what to do”: Defining and clarifying the role of a community college student. Teachers College Record, 116(5), 1–40.
- Kennedy, E. (2010). Narrowing the achievement gap: Motivation, engagement, and self-efficacy matter. Journal of Education, 190(3), 1–11. https://doi.org/https://doi.org/10.1177/002205741019000302
- Khan, M., & Din, M. N. (2014). Students’ conceptual thinking and teachers’ perceptions about their classroom performance in physics. Journal of Research Reflect Education, 8(1), 65–74.
- Lammers, W. J., Gillaspy, J. A., Jr, & Hancock, F. (2017). Predicting academic success with early, middle, and late semester assessment of student–instructor rapport. Teaching of Psychology, 44(2), 145–149. https://doi.org/https://doi.org/10.1177/0098628317692618
- Maclellan, E. (2015). Updating understandings of ‘teaching’: Taking account of learners’ and teachers’ beliefs. Teaching in Higher Education, 20(2), 171–182. https://doi.org/https://doi.org/10.1080/13562517.2014.966238
- McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano, & R. Torres (Eds.), The critical pedagogy reader (pp. 69–96). Routledge Falmer.
- Mueller, C., Katz, S. R., & Dance, J. (1999). Investing in teaching and learning. Urban Education, 34(3), 292–337. https://doi.org/https://doi.org/10.1177/0042085999343003
- Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 33, 177–208.
- Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching & Learning, 78(78), 17–25. https://doi.org/https://doi.org/10.1002/tl.7802
- Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731–768. https://doi.org/https://doi.org/10.1007/s11162-004-6224-8
- Sizemore, O. J., & Lewandowski, G. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36(2), 90–95. https://doi.org/https://doi.org/10.1080/00986280902739727
- Smith, B. (2015). The evolution of my rapport: One professor’s journey to building successful instructor/student relationships. College Teaching, 63(2), 35–36. https://doi.org/https://doi.org/10.1080/87567555.2014.999023
- Zimmerman, T., Schmidt, L., Beckter, J., Peterson, J., & Surdick, R. (2014). Narrowing the gap between students and instructors: A study of expectations. Transformative Dialogues: Teaching & Learning Journal, 7(1), 1–18.
- Şen, Ş. S., Yilmaz, A., & Yurdugül, H. (2014). An evaluation of the pattern between students’ motivation, learning strategies, and their epistemological beliefs: The mediator role of motivation. Science Education International, 25(3), 312–331