About this Journal Submit a Manuscript Table of Contents

Citations to this Journal [189 citations: 1–100 of 179 articles]

Articles published in Education Research International have been cited 189 times. The following is a list of the 179 articles that have cited the articles published in Education Research International.

  • K. Prabha R. Jayawardena, Christina E. van Kraayenoord, and Annemaree Carroll, “Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher,” International Journal of Information and Education Technology, vol. 7, no. 3, pp. 195–198, 2017. View at Publisher · View at Google Scholar
  • Joris J. Berkhout, Pim W. Teunissen, Esther Helmich, Job van Exel, Cees P. M. van der Vleuten, and Debbie A. D. C. Jaarsma, “Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study,” Advances in Health Sciences Education, 2016. View at Publisher · View at Google Scholar
  • 秋生 李, “Independent Development of Identity: Discourage and Encourage Factors,” Advances in Psychology, vol. 06, no. 04, pp. 359–366, 2016. View at Publisher · View at Google Scholar
  • Trinidad Garcia, Celestino Rodriguez, Paloma Gonzalez-Castro, David Alvarez-Garcia, and Julio-Antonio Gonzalez-Pienda, “Metacognition and executive functioning in Elementary School,” Anales De Psicologia, vol. 32, no. 2, pp. 474–483, 2016. View at Publisher · View at Google Scholar
  • Elham Akbari, Ahmad Naderi, Robert-Jan Simons, and Albert Pilot, “Student engagement and foreign language learning through online social networks,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 1, no. 1, 2016. View at Publisher · View at Google Scholar
  • Cristina Almeida-Aguiar, and Ana Amélia Carvalho, “Exploring podcasting in heredity and evolution teaching,” Biochemistry and Molecular Biology Education, 2016. View at Publisher · View at Google Scholar
  • D. Jake Follmer, and Rayne A. Sperling, “The mediating role of metacognition in the relationship between executive function and self-regulated learning,” British Journal of Educational Psychology, 2016. View at Publisher · View at Google Scholar
  • Hülya Yıdızlı, Ahmet Saban, and Bronwyn Frances Ewing, “The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs,” Cogent Education, vol. 3, no. 1, pp. 1212456, 2016. View at Publisher · View at Google Scholar
  • Melody Siadaty, Dragan Gašević, and Marek Hatala, “Associations between technological scaffolding and micro-level processes of self-regulated learning: A workplace study,” Computers in Human Behavior, vol. 55, pp. 1007–1019, 2016. View at Publisher · View at Google Scholar
  • Melody Siadaty, Dragan Gasevic, and Marek Hatala, “Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning,” Computers In Human Behavior, vol. 59, pp. 469–482, 2016. View at Publisher · View at Google Scholar
  • Zsofia Vörös, and Jean-François Rouet, “Laypersons’ digital problem solving: Relationships between strategy and performance in a large-scale international survey,” Computers in Human Behavior, vol. 64, pp. 108–116, 2016. View at Publisher · View at Google Scholar
  • Christian Sorgenfrei, and Stefan Smolnik, “The Effectiveness of E-Learning Systems: A Review of the Empirical Literature on Learner Control,” Decision Sciences Journal of Innovative Education, vol. 14, no. 2, pp. 154–184, 2016. View at Publisher · View at Google Scholar
  • Olivia R. Bloechliger, and Georg F. Bauer, “Demands and job resources in the child care workforce: Swiss lead teacher and assistant teacher assessments,” Early Education and Development, pp. 1–20, 2016. View at Publisher · View at Google Scholar
  • Julia Mascadri, Jo Lunn Brownlee, Susan Walker, and Jennifer Alford, “Exploring intercultural competence through the lens of self-authorship,” Early Years, pp. 1–18, 2016. View at Publisher · View at Google Scholar
  • Joseph W. I. Lam, W. M. Cheung, Doreen W. H. Au, Hector W. H. Tsang, Wendy W. Y. So, and Yue Zhu, “An International Reading Literacy Study: Factor Structure of the Chinese Version of the Student Questionnaire (PIRLS-SQCV 2011),” Education Research International, vol. 2016, pp. 1–11, 2016. View at Publisher · View at Google Scholar
  • Didem Kılıç, Keith S. Taber, and Mark Winterbottom, “A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey,” Education Research International, vol. 2016, pp. 1–14, 2016. View at Publisher · View at Google Scholar
  • Annemarie E. Bennett, Cara Cunningham, and Charlotte Johnston Molloy, “An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework,” Evaluation and Program Planning, 2016. View at Publisher · View at Google Scholar
  • Sonia Rahimi, Nathan C. Hall, and Timothy A. Pychyl, “Attributions of Responsibility and Blame for Procrastination Behavior,” Frontiers in Psychology, vol. 7, 2016. View at Publisher · View at Google Scholar
  • Sharon Moynihan, Didier Jourdan, and Patricia Mannix McNamara, “An examination of Health Promoting Schools in Ireland,” Health Education, vol. 116, no. 1, pp. 16–33, 2016. View at Publisher · View at Google Scholar
  • Laura Dörrenbächer, and Franziska Perels, “More is more? Evaluation of interventions to foster self-regulated learning in college,” International Journal of Educational Research, vol. 78, pp. 50–65, 2016. View at Publisher · View at Google Scholar
  • Dawit Tibebu Tiruneh, Mieke De Cock, Ataklti G. Weldeslassie, Jan Elen, and Rianne Janssen, “Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism,” International Journal of Science and Mathematics Education, 2016. View at Publisher · View at Google Scholar
  • Veli-Matti Vesterinen, Sakari Tolppanen, and Maija Aksela, “Toward citizenship science education: what students do to make the world a better place?,” International Journal Of Science Education, vol. 38, no. 1, pp. 30–50, 2016. View at Publisher · View at Google Scholar
  • Diana Arya, and Andrew Maul, “The building of knowledge, language, and decision-making about climate change science: a cross-national program for secondary students,” International Journal of Science Education, pp. 1–20, 2016. View at Publisher · View at Google Scholar
  • Brady Michael Jack, Hsiao-Ching She, and Huann-shyang Lin, “Effects of self-evaluated value and cognition on leisure science engagement,” International Journal of Science Education, Part B, pp. 1–14, 2016. View at Publisher · View at Google Scholar
  • Faye Mishna, Lauren B McInroy, Ashley Lacombe-Duncan, Payal Bhole, Melissa Van Wert, Kaitlin Schwan, Arija Birze, Joanne Daciuk, Tanya Beran, Wendy Craig, Debra J Pepler, Judith Wiener, Mona Khoury-Kassabri, and David Johnston, “Prevalence, Motivations, and Social, Mental Health and Health Consequences of Cyberbullying Among School-Aged Children and Youth: Protocol of a Longitudinal and Multi-Perspective Mixed Method Study,” JMIR Research Protocols, vol. 5, no. 2, pp. e83, 2016. View at Publisher · View at Google Scholar
  • Lindsay McCardle, “Similarities and Differences in Self-Regulated Learning Processes in Sport and Academics: A Case Study,” Journal for the Study of Sports and Athletes in Education, vol. 9, no. 3, pp. 190–213, 2016. View at Publisher · View at Google Scholar
  • S. R. Fowler, and D. L. Zeidler, “Lack of Evolution Acceptance Inhibits Students’ Negotiation of Biology-based Socioscientific Issues,” Journal of Biological Education, pp. 1–18, 2016. View at Publisher · View at Google Scholar
  • Carla Curado, Paulo Lopes Henriques, Mírian Oliveira, and Pedro Verga Matos, “A fuzzy-set analysis of hard and soft sciences publication performance,” Journal of Business Research, 2016. View at Publisher · View at Google Scholar
  • P.G. de Barba, G.E. Kennedy, and M.D. Ainley, “The role of students' motivation and participation in predicting performance in a MOOC Motivation and participation in MOOCs,” Journal of Computer Assisted Learning, 2016. View at Publisher · View at Google Scholar
  • Kreshnik Nasi Begolli, and Lindsey Engle Richland, “Teaching Mathematics by Comparison: Analog Visibility as a Double-Edged Sword,” Journal Of Educational Psychology, vol. 108, no. 2, pp. 194–213, 2016. View at Publisher · View at Google Scholar
  • Elana R. McDermott, Alice E. Donlan, Jonathan F. Zaff, and Jennifer E. Prescott, “A Psychometric Analysis of Hope, Persistence, and Engagement Among Reengaged Youth,” Journal Of Psychoeducational Assessment, vol. 34, no. 2, pp. 136–152, 2016. View at Publisher · View at Google Scholar
  • Helen Askell-Williams, “Parents' Perspectives of School Mental Health Promotion Initiatives are Related to Parents' Self-Assessed Parenting Capabilities,” Journal Of Psychologists And Counsellors In Schools, vol. 26, no. 1, pp. 16–34, 2016. View at Publisher · View at Google Scholar
  • Kari Krogstad, “The multicultural and multi-religious Norwegian kindergarten,” Journal of Religious Education, 2016. View at Publisher · View at Google Scholar
  • Ling Eleanor Zhang, and Anne-Wil Harzing, “From dilemmatic struggle to legitimized indifference: Expatriates’ host country language learning and its impact on the expatriate-HCE relationship,” Journal of World Business, 2016. View at Publisher · View at Google Scholar
  • Milla Räisänen, Liisa Postareff, and Sari Lindblom-Ylänne, “University students' self- and co-regulation of learning and processes of understanding: A person-oriented approach,” Learning and Individual Differences, 2016. View at Publisher · View at Google Scholar
  • Ji Won You, “The relationship among college students' psychological capital, learning empowerment, and engagement,” Learning and Individual Differences, vol. 49, pp. 17–24, 2016. View at Publisher · View at Google Scholar
  • Sanna Järvelä, Jonna Malmberg, and Marika Koivuniemi, “Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL,” Learning and Instruction, vol. 42, pp. 1–11, 2016. View at Publisher · View at Google Scholar
  • Cass Morgan, Jim Sibthorp, and Monica Tsethlikai, “Fostering Self-Regulation Skills in Youth: Examining the Effects of a Mentoring Curriculum in a Summer Recreation Program,” Leisure Sciences, vol. 38, no. 2, pp. 161–178, 2016. View at Publisher · View at Google Scholar
  • Konrad J. Schönborn, Gunnar E. Höst, and Karljohan E. Lundin Palmerius, “Nano education with interactive visualization,” Nano Today, 2016. View at Publisher · View at Google Scholar
  • Jennie C. De Gagne, Min Choi, Leila Ledbetter, Hee Sun Kang, and Cynthia M. Clark, “An Integrative Review of Cybercivility in Health Professions Education,” Nurse Educator, vol. 41, no. 5, pp. 239–245, 2016. View at Publisher · View at Google Scholar
  • Sabina Eggert, Anne Nitsch, William J. Boone, Matthias Nückles, and Susanne Bögeholz, “Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds,” Research in Science Education, 2016. View at Publisher · View at Google Scholar
  • K. Tardif-Grenier, and I. Archambault, “Validation du Questionnaire sur l’implication parentale dans le suivi scolaire (QIPSS) chez des parents d’élèves du primaire en contexte défavorisé et pluriethnique,” Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, vol. 66, no. 3, pp. 139–150, 2016. View at Publisher · View at Google Scholar
  • Maximiliane F. Schumm, and Franz X. Bogner, “The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies,” Studies in Educational Evaluation, vol. 50, pp. 14–21, 2016. View at Publisher · View at Google Scholar
  • Inkeri Rissanen, Elina Kuusisto, and Arniika Kuusisto, “Developing teachers' intercultural sensitivity: Case study on a pilot course in Finnish teacher education,” Teaching and Teacher Education, vol. 59, pp. 446–456, 2016. View at Publisher · View at Google Scholar
  • Joke Voogt, and Susan McKenney, “TPACK in teacher education: are we preparing teachers to use technology for early literacy?,” Technology, Pedagogy and Education, pp. 1–15, 2016. View at Publisher · View at Google Scholar
  • Henrik Bellhäuser, Thomas Lösch, Charlotte Winter, and Bernhard Schmitz, “Applying a web-based training to Foster self-regulated learning – Effects of an intervention for large numbers of participants,” The Internet and Higher Education, 2016. View at Publisher · View at Google Scholar
  • Simone de Poot, Yvonne T.M. Vanneste, Angelique de Rijk, and Frans J.M. Feron, “De rol van studieloopbaanbegeleiders bij de ziekteverzuimbegeleiding van leerlingen op het middelbaar beroepsonderwijs,” Tijdschrift voor gezondheidswetenschappen, vol. 94, no. 4, pp. 138–145, 2016. View at Publisher · View at Google Scholar
  • Bryan K. Church, Marietta Peytcheva, Wei Yu, and Ong-Ard Singtokul, “Perspective taking in auditor–manager interactions: An experimental investigation of auditor behavior,” Accounting, Organizations and Society, vol. 45, pp. 40–51, 2015. View at Publisher · View at Google Scholar
  • Vesna Cancer, and Simona Sarotar Zizek, “A Proposed Approach to the Assessment of Psychological Well-being in Organizations,” Applied Research In Quality Of Life, vol. 10, no. 2, pp. 217–235, 2015. View at Publisher · View at Google Scholar
  • Hua Huang, and Sou Kuan Vong, “The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study,” Asian Education and Development Studies, vol. 4, no. 3, pp. 357–370, 2015. View at Publisher · View at Google Scholar
  • Gregory Arief D. Liem, “Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning,” British Journal of Educational Psychology, 2015. View at Publisher · View at Google Scholar
  • Katerina Salta, and Dionysios Koulougliotis, “Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students,” Chem. Educ. Res. Pract., vol. 16, no. 2, pp. 237–250, 2015. View at Publisher · View at Google Scholar
  • Julian Roelle, and Kirsten Berthold, “Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations,” Cognition and Instruction, vol. 33, no. 3, pp. 199–225, 2015. View at Publisher · View at Google Scholar
  • Joy V. Peluchette, Katherine Karl, Christa Wood, and Jennifer Williams, “Cyberbullying victimization: Do victims’ personality and risky social network behaviors contribute to the problem?,” Computers in Human Behavior, vol. 52, pp. 424–435, 2015. View at Publisher · View at Google Scholar
  • Clóvis Luís Konopka, Martha Bohrer Adaime, and Pedro Henrique Mosele, “Active Teaching and Learning Methodologies: Some Considerations,” Creative Education, vol. 06, no. 14, pp. 1536–1545, 2015. View at Publisher · View at Google Scholar
  • Simone Abendschön, “Children's political learning in primary school – evidence from Germany,” Education 3-13, pp. 1–12, 2015. View at Publisher · View at Google Scholar
  • María Consuelo Sáiz Manzanares, Miguel Ángel Sánchez Báez, Vanesa Ortega-López, and Juan M. Manso Villalaín, “Self-Regulation and Rubrics Assessment in Structural Engineering Subjects,” Education Research International, vol. 2015, pp. 1–8, 2015. View at Publisher · View at Google Scholar
  • Hanna Järvenoja, Sanna Järvelä, and Jonna Malmberg, “Understanding Regulated Learning in Situative and Contextual Frameworks,” Educational Psychologist, vol. 50, no. 3, pp. 204–219, 2015. View at Publisher · View at Google Scholar
  • Sharon Vaughn, and Elizabeth A. Swanson, “Special Education Research Advances Knowledge in Education,” Exceptional Children, vol. 82, no. 1, pp. 11–24, 2015. View at Publisher · View at Google Scholar
  • Elizabeth A. Necka, H. Moriah Sokolowski, and Ian M. Lyons, “The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance,” Frontiers in Psychology, vol. 6, 2015. View at Publisher · View at Google Scholar
  • Hyoun Ju Kang, Dae Seok Chai, and Gary N. McLean, “An intersectionality and hope-based career development model for female international marriage immigrants in Korea,” Human Resource Development International, pp. 1–18, 2015. View at Publisher · View at Google Scholar
  • Navjeevan Singh, “Making the transition from thesis to published paper: A supervisor's note to her student,” Indian Journal Of Dermatology Venereology & Leprology, vol. 81, no. 5, pp. 447–450, 2015. View at Publisher · View at Google Scholar
  • Effat Alvi, and Robyn M. Gillies, “Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences,” International Journal of Educational Research, vol. 72, pp. 14–25, 2015. View at Publisher · View at Google Scholar
  • Lauren Talley, and E. Sharon Brintnell, “Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity,” International Journal of Inclusive Education, pp. 1–19, 2015. View at Publisher · View at Google Scholar
  • Hongyu Wang, and Tianji Cai, “Parental involvement, adolescents' self-determined learning and academic achievement in Urban China,” International Journal of Psychology, 2015. View at Publisher · View at Google Scholar
  • Cheng-Huan Chen, and Chiung-Hui Chiu, “Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy,” International Journal of Science and Mathematics Education, 2015. View at Publisher · View at Google Scholar
  • Erika Löfström, and Kirsi Pyhältö, “‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences,” International Journal of Science Education, pp. 1–19, 2015. View at Publisher · View at Google Scholar
  • Ami Amit, Hadar Amir, Jonia Amer-Alshiek, Tahani Alshiek, Yifat Amir Levy, and Foad Azem, “Israeli Druze women’s sex preferences when choosing obstetricians and gynecologists,” Israel Journal of Health Policy Research, vol. 4, no. 1, 2015. View at Publisher · View at Google Scholar
  • Inkeri Rissanen, Kirsi Tirri, and Elina Kuusisto, “Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration,” Journal for the Scientific Study of Religion, 2015. View at Publisher · View at Google Scholar
  • Tea Logar, Phuoc Le, James D. Harrison, and Marcia Glass, “Teaching Corner: “First Do No Harm”: Teaching Global Health Ethics to Medical Trainees Through Experiential Learning,” Journal of Bioethical Inquiry, 2015. View at Publisher · View at Google Scholar
  • I. Glogger-Frey, J. Kappich, R. Schwonke, L. Holzäpfel, M. Nückles, and A. Renkl, “Inventing motivates and prepares student teachers for computer-based learning,” Journal of Computer Assisted Learning, 2015. View at Publisher · View at Google Scholar
  • Jabreel Asghar, “Metadiscourse and Contrastive Rhetoric in Academic Writing: Evaluation of a Small Academic Corpus,” Journal of Language Teaching and Research, vol. 6, no. 2, pp. 317, 2015. View at Publisher · View at Google Scholar
  • Alina Schartner, “The effect of study abroad on intercultural competence: a longitudinal case study of international postgraduate students at a British university,” Journal of Multilingual and Multicultural Development, pp. 1–17, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Gregory L. Callan, Jaime Malatesta, and Tanya Adams, “Examining the Level of Convergence Among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire,” Journal Of Psychoeducational Assessment, vol. 33, no. 5, pp. 439–450, 2015. View at Publisher · View at Google Scholar
  • Muhamad Saiful Bahri Yusoff, and Wan Nor Arifin, “Educational environment and psychological distress of medical students: The role of a deep learning approach,” Journal of Taibah University Medical Sciences, 2015. View at Publisher · View at Google Scholar
  • Cynthia L. Grant, and Daniel R. Tomal, “Guiding Social Work Doctoral Graduates Through Scholarly Publications and Presentations,” Journal of Teaching in Social Work, vol. 35, no. 1-2, pp. 179–196, 2015. View at Publisher · View at Google Scholar
  • Sabrina Vandevelde, Hilde Van Keer, Gonny Schellings, and Bernadette Van Hout-Wolters, “Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning,” Learning and Individual Differences, vol. 43, pp. 11–30, 2015. View at Publisher · View at Google Scholar
  • Annelies Ceulemans, Daisy Titeca, Tom Loeys, Karel Hoppenbrouwers, Sofie Rousseau, and Annemie Desoete, “The sense of small number discrimination: The predictive value in infancy and toddlerhood for numerical competencies in kindergarten,” Learning and Individual Differences, 2015. View at Publisher · View at Google Scholar
  • Inga Glogger-Frey, Corinna Fleischer, Lisa Grüny, Julian Kappich, and Alexander Renkl, “Inventing a solution and studying a worked solution prepare differently for learning from direct instruction,” Learning and Instruction, vol. 39, pp. 72–87, 2015. View at Publisher · View at Google Scholar
  • John Sandars, and Rakesh Patel, “Self-regulated learning: the challenge of learning in clinical settings,” Medical Education, vol. 49, no. 6, pp. 554–555, 2015. View at Publisher · View at Google Scholar
  • Trinidad García, Celestino Rodríguez, Paloma González-Castro, Julio Antonio González-Pienda, and Mark Torrance, “Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks,” Metacognition and Learning, 2015. View at Publisher · View at Google Scholar
  • Lynn A. Bryan, Alejandra J. Magana, and David Sederberg, “Published research on pre-college students' and teachers' nanoscale science, engineering, and technology learning,” Nanotechnology Reviews, vol. 4, no. 1, pp. 7–32, 2015. View at Publisher · View at Google Scholar
  • Stanislas Dehaene, Laurent Cohen, José Morais, and Régine Kolinsky, “Illiterate to literate: behavioural and cerebral changes induced by reading acquisition,” Nature Reviews Neuroscience, 2015. View at Publisher · View at Google Scholar
  • Kyongok Park, Youngmee Ahn, Narae Kang, and Min Sohn, “Development of a Simulation-Based Assessment to Evaluate the Clinical Competencies of Korean Nursing Students,” Nurse Education Today, 2015. View at Publisher · View at Google Scholar
  • Mouloud Aoudia, Khalil Marji, and Deya Al-Deen AlQahsi, “Assessment of Higher Education Quality by Using Cohort of First-year in University,” Procedia - Social and Behavioral Sciences, vol. 191, pp. 330–335, 2015. View at Publisher · View at Google Scholar
  • Christina Lau, Anastasia Kitsantas, and Angela Miller, “Using Microanalysis to Examine how Elementary Students Self-regulate in Math: A Case Study,” Procedia - Social and Behavioral Sciences, vol. 174, pp. 2226–2233, 2015. View at Publisher · View at Google Scholar
  • Mosiforeba Victoria Adegbija, and Olaniyi Oladimeji Bola, “Perception of Undergraduates on the Adoption of Mobile Technologies for Learning in Selected Universities in Kwara state, Nigeria,” Procedia - Social and Behavioral Sciences, vol. 176, pp. 352–356, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Leah Dembitzer, and Ryan J. Kettler, “Internal Factor Structure And Convergent Validity Evidence: The Self-Report Version Of Self-Regulation Strategy Inventory,” Psychology in the Schools, 2015. View at Publisher · View at Google Scholar
  • Panagiotis Varsamis, and Ioannis Agaliotis, “Relationships between gross- and fine motor functions, cognitive abilities, and self-regulatory aspects of students with physical disabilities,” Research in Developmental Disabilities, vol. 47, pp. 430–440, 2015. View at Publisher · View at Google Scholar
  • Ashley Brooke Barr, “Family Socioeconomic Status, Family Health, and Changes in Students’ Math Achievement Across High School: A Mediational Model,” Social Science & Medicine, 2015. View at Publisher · View at Google Scholar
  • Erika Löfström, and Kirsi Pyhältö, “Ethics in the supervisory relationship: supervisors' and doctoral students' dilemmas in the natural and behavioural sciences,” Studies in Higher Education, pp. 1–16, 2015. View at Publisher · View at Google Scholar
  • Brenda L. Barrio, and Bertina H. Combes, “General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation,” Teacher Education And Special Education, vol. 38, no. 2, pp. 121–137, 2015. View at Publisher · View at Google Scholar
  • Unkyoung Maeng, and Sangmin-Michelle Lee, “EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context,” Teaching and Teacher Education, vol. 46, pp. 25–36, 2015. View at Publisher · View at Google Scholar
  • Katarina Samuelsson, and Sverker Lindblad, “School management, cultures of teaching and student outcomes: Comparing the cases of Finland and Sweden,” Teaching and Teacher Education, vol. 49, pp. 168–177, 2015. View at Publisher · View at Google Scholar
  • Daniel C. Moos, and Caitlin Bonde, “Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos,” Technology, Knowledge and Learning, 2015. View at Publisher · View at Google Scholar
  • Eddie H.T. Ko, Dickson K.W. Chiu, Patrick Lo, and Kevin K.W. Ho, “Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan,” The Journal of Academic Librarianship, 2015. View at Publisher · View at Google Scholar
  • Hannie de Bie, Pascal Wilhelm, and Hans van der Meij, “The Halpern Critical Thinking Assessment: Towards a Dutch Appraisal of Critical Thinking,” Thinking Skills and Creativity, 2015. View at Publisher · View at Google Scholar
  • Yves Karlen, “Nutzungshäufigkeit von Lernstrategien und metakognitives Strategiewissen in der Oberstufe des Gymnasiums: Entwicklung und Zusammenhänge,” Zeitschrift für Bildungsforschung, 2015. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Ting Dong, and Anthony R. Artino, “Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task,” Advances in Health Sciences Education, 2014. View at Publisher · View at Google Scholar
  • Douglas C. Heimburger, Sarah Schlachter, Pierce Gardner, Aron Primack, Tokesha L. Warner, Sten H. Vermund, and Catherine L. Carothers, “Review Article: Training Programs Within Global Networks: Lessons Learned in the Fogarty International Clinical Research Scholars and Fellows Program,” American Journal of Tropical Medicine and Hygiene, vol. 90, no. 1, pp. 173–179, 2014. View at Publisher · View at Google Scholar