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Citations to this Journal [388 citations: 1–100 of 365 articles]

Articles published in Education Research International have been cited 388 times. The following is a list of the 365 articles that have cited the articles published in Education Research International.

  • Steven F. Raaijmakers, Martine Baars, Fred Paas, Jeroen J. G. van Merriënboer, and Tamara van Gog, “Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?,” Applied Cognitive Psychology, 2018. View at Publisher · View at Google Scholar
  • Liesje Coertjens, “The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains,” British Journal of Educational Psychology, vol. 88, no. 1, pp. 138–151, 2018. View at Publisher · View at Google Scholar
  • John Sandars, and Rakesh Patel, “Using personalized teaching and learning to improve clinical performance,” British Journal of Hospital Medicine, vol. 79, no. 2, pp. 102–105, 2018. View at Publisher · View at Google Scholar
  • Naama Benny, and Ron Blonder, “Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom,” Chemistry Education Research and Practice, 2018. View at Publisher · View at Google Scholar
  • Raúl Navarro, Santiago Yubero, and Elisa Larrañaga, “Cyberbullying victimization and fatalism in adolescence: Resilience as a moderator,” Children and Youth Services Review, vol. 84, pp. 215–221, 2018. View at Publisher · View at Google Scholar
  • Alana Siegel, Monica Esqueda, Ruth Berkowitz, Katherine Sullivan, Ron Avi Astor, and Rami Benbenishty, “Welcoming Parents to Their Child’s School: Practices Supporting Students With Diverse Needs and Backgrounds,” Education and Urban Society, pp. 001312451774768, 2018. View at Publisher · View at Google Scholar
  • Melissa Adelman, Francisco Haimovich, Andres Ham, and Emmanuel Vazquez, “Predicting school dropout with administrative data: new evidence from Guatemala and Honduras,” Education Economics, pp. 1–17, 2018. View at Publisher · View at Google Scholar
  • Petrie JAC. van der Zanden, Eddie Denessen, Antonius H.N. Cillessen, and Paulien C. Meijer, “Domains and predictors of first-year student success: A systematic literature review,” Educational Research Review, 2018. View at Publisher · View at Google Scholar
  • Dorien Noyens, Vincent Donche, Liesje Coertjens, Tine van Daal, and Peter Van Petegem, “The directional links between students’ academic motivation and social integration during the first year of higher education,” European Journal of Psychology of Education, 2018. View at Publisher · View at Google Scholar
  • Danielle Ribeiro Ganda, and Evely Boruchovitch, “Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program,” Frontiers in Education, vol. 3, 2018. View at Publisher · View at Google Scholar
  • Helen Courtney-Pratt, Jacqueline Pich, Tracy Levett-Jones, and Annette Moxey, ““I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings,” Journal of Clinical Nursing, 2018. View at Publisher · View at Google Scholar
  • Ting-Ting Wu, “Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning,” Journal of Computer Assisted Learning, 2018. View at Publisher · View at Google Scholar
  • Matthew E. Heyes, Lauren Schnitzen, Deana G. Starr, Charles Vacchiano, Virginia C. Muckler, Lisa Thiemann, and J. Frank Titch, “Recertification and Reentry to Practice for Nurse Anesthetists: Determining Core Competencies and Evaluating Performance via High-Fidelity Simulation Technology,” Journal of Nursing Regulation, vol. 8, no. 4, pp. 43–55, 2018. View at Publisher · View at Google Scholar
  • Kevin C. Bastian, Diana Lys, and Yi Pan, “A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms,” Journal of Teacher Education, pp. 002248711875570, 2018. View at Publisher · View at Google Scholar
  • Nadia Rahbek Dyrberg, and Henriette Tolstrup Holmegaard, “Motivational patterns in STEM education: a self-determination perspective on first year courses,” Research in Science & Technological Education, pp. 1–20, 2018. View at Publisher · View at Google Scholar
  • Hans Englund, Magnus Frostenson, and Kristina S. Beime, “Performative Technology Intensity and Teacher Subjectivities,” Scandinavian Journal of Educational Research, pp. 1–19, 2018. View at Publisher · View at Google Scholar
  • Franz Bogner, “Environmental Values (2-MEV) and Appreciation of Nature,” Sustainability, vol. 10, no. 2, pp. 350, 2018. View at Publisher · View at Google Scholar
  • Mona De Smul, Sofie Heirweg, Hilde Van Keer, Geert Devos, and Sabrina Vandevelde, “How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning,” Teaching and Teacher Education, vol. 71, pp. 214–225, 2018. View at Publisher · View at Google Scholar
  • D. Jake Follmer, and Rayne A. Sperling, “Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation,” The Journal of Experimental Education, pp. 1–19, 2018. View at Publisher · View at Google Scholar
  • Inga Glogger-Frey, Yana Ampatziadis, Andrea Ohst, and Alexander Renkl, “Future Teachers’ Knowledge about Learning Strategies: Misconcepts and Knowledge-in-Pieces,” Thinking Skills and Creativity, 2018. View at Publisher · View at Google Scholar
  • Athanasios Christopoulos, Marc Conrad, and Mitul Shukla, “Increasing student engagement through virtual interactions: How?,” Virtual Reality, 2018. View at Publisher · View at Google Scholar
  • Renato A. de Azevedo, Marcos B. Correa, Marcos A. Torriani, and Rafael G. Lund, “Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement,” Anatomical Sciences Education, 2017. View at Publisher · View at Google Scholar
  • Debra K. Litzelman, Adrian Gardner, Robert M. Einterz, Philip Owiti, Charity Wambui, Jordan C. Huskins, Kathleen M. Schmitt-Wendholt, Geren S. Stone, Paul O. Ayuo, Thomas S. Inui, and Rachel A. Umoren, “On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences,” Annals of Global Health, 2017. View at Publisher · View at Google Scholar
  • Jessica M. Kramer, and Ariel Schwartz, “Reducing Barriers to Patient-Reported Outcome Measures for People With Cognitive Impairments,” Archives of Physical Medicine and Rehabilitation, 2017. View at Publisher · View at Google Scholar
  • Chi-Yeung Lam, “The hope experience of young adults who fail in public examination,” Asia Pacific Journal of Counselling and Psychotherapy, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Steven G. B. MacWhinnie, and Colin Mitchell, “English classroom reforms in Japan: a study of Japanese university EFL student anxiety and motivation,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 2, no. 1, 2017. View at Publisher · View at Google Scholar
  • Morteza Teimourtash, and Massood YazdaniMoghaddam, “On the Plausibility of Bloom’s Higher Order Thinking Strategies on Learner Autonomy: The Paradigm Shift,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 2, no. 1, 2017. View at Publisher · View at Google Scholar
  • Cigdem Sahin-Taskin, “Effects of active learning environments supported with self- and peer assessment on pre-service teachers’ pedagogical and self-efficacy beliefs,” Asia-Pacific Journal of Teacher Education, pp. 1–20, 2017. View at Publisher · View at Google Scholar
  • Kağan Kırcaburun, and Şule Betül Tosuntaş, “Cyberbullying perpetration among undergraduates: evidence of the roles of chronotype and sleep quality,” Biological Rhythm Research, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Malcolm Thorburn, “Reconstructing Dewey: Habit, Embodiment and Health and Well-Being,” British Journal of Educational Studies, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Inkeri Rissanen, and Youcef Sai, “A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland,” British Journal of Religious Education, pp. 1–11, 2017. View at Publisher · View at Google Scholar
  • Fiona Affeldt, Sakari Tolppanen, Maija Aksela, and Ingo Eilks, “The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students – a joint perspective from two cases in Finland and Germany,” Chem. Educ. Res. Pract., 2017. View at Publisher · View at Google Scholar
  • Keith S. Taber, “Building a library of chemistry education volumes,” Chem. Educ. Res. Pract., vol. 18, no. 4, pp. 513–517, 2017. View at Publisher · View at Google Scholar
  • Rocio Herrero Romero, James Hall, Lucie Cluver, and Franziska Meinck, “Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?,” Child Abuse & Neglect, 2017. View at Publisher · View at Google Scholar
  • Fuqun Huang, and Bin Liu, “Software defect prevention based on human error theories,” Chinese Journal of Aeronautics, 2017. View at Publisher · View at Google Scholar
  • Jayne Howell, ““The Dirt Came Up”: Domestic Service and Women's Agency in Oaxaca City, Mexico,” City & Society, 2017. View at Publisher · View at Google Scholar
  • Anahid Modrek, and Deanna Kuhn, “A cognitive cost of the need to achieve?,” Cognitive Development, vol. 44, pp. 12–20, 2017. View at Publisher · View at Google Scholar
  • Sofia B. Dias, Sofia J. Hadjileontiadou, José A. Diniz, and Leontios J. Hadjileontiadis, “Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode,” Computers & Education, 2017. View at Publisher · View at Google Scholar
  • Constantinos M. Kokkinos, and Ilias Saripanidis, “A Lifestyle Exposure Perspective of Victimization through Facebook among University Students. Do Individual Differences Matter?,” Computers in Human Behavior, 2017. View at Publisher · View at Google Scholar
  • Santiago Yubero, Raúl Navarro, María Elche, Elisa Larrañaga, and Anastasio Ovejero, “Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students,” Computers in Human Behavior, 2017. View at Publisher · View at Google Scholar
  • Jerome I. Rotgans, and Henk G. Schmidt, “Interest Development: Arousing Situational Interest Affects the Growth Trajectory of Individual Interest,” Contemporary Educational Psychology, 2017. View at Publisher · View at Google Scholar
  • Susan Hall, Gary Grant, Devinder Arora, Abdullah Karaksha, Amelia McFarland, Anna Lohning, and Shailendra Anoopkumar-Dukie, “A pilot study assessing the value of 3D printed molecular modelling tools for pharmacy student education,” Currents in Pharmacy Teaching and Learning, 2017. View at Publisher · View at Google Scholar
  • Giulia La Mattina, “How persistent is the effect of conflict on primary education? Long-run evidence from the Rwandan genocide,” Economics Letters, 2017. View at Publisher · View at Google Scholar
  • Keith S. Taber, “Identifying research foci to progress chemistry education as a field,” Educación Química, 2017. View at Publisher · View at Google Scholar
  • Amna Khan, Farzana Hayat Ahmad, and Muhammad Muddassir Malik, “Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference,” Education and Information Technologies, 2017. View at Publisher · View at Google Scholar
  • Julia Mahfouz, Nikolaus J. Barkauskas, Erica B. Sausner, and Mindy L. Kornhaber, “Leadership Roles of Administration Under the Common Core Reform,” Education and Urban Society, pp. 001312451771430, 2017. View at Publisher · View at Google Scholar
  • Ingrid W. Schutte, Elanor Kamans, Marca V. C. Wolfensberger, and Wiel Veugelers, “Preparing Students for Global Citizenship: The Effects of a Dutch Undergraduate Honors Course,” Education Research International, vol. 2017, pp. 1–12, 2017. View at Publisher · View at Google Scholar
  • Gilman Jackson Nyamubi, “Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania,” Education Research International, vol. 2017, pp. 1–7, 2017. View at Publisher · View at Google Scholar
  • Gillean McCluskey, “Closing the attainment gap in Scottish schools: Three challenges in an unequal society,” Education, Citizenship and Social Justice, pp. 174619791668346, 2017. View at Publisher · View at Google Scholar
  • Eunjin Seo, and You-kyung Lee, “Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement,” Educational Psychology, pp. 1–17, 2017. View at Publisher · View at Google Scholar
  • Jan D. Vermunt, and Vincent Donche, “A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward,” Educational Psychology Review, 2017. View at Publisher · View at Google Scholar
  • Lisa DaVia Rubenstein, Gregory L. Callan, and Lisa M. Ridgley, “Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research,” Educational Psychology Review, 2017. View at Publisher · View at Google Scholar
  • Zi Yan, “How teachers’ beliefs and demographic variables impact on self-regulated learning instruction,” Educational Studies, pp. 1–14, 2017. View at Publisher · View at Google Scholar
  • E. Caroline Wylie, “ Winsight ™ Assessment System: Preliminary Theory of Action ,” ETS Research Report Series, 2017. View at Publisher · View at Google Scholar
  • Olivia R. Blöchliger, and Georg F. Bauer, “Correlates of burnout symptoms among child care teachers. A multilevel modeling approach,” European Early Childhood Education Research Journal, vol. 26, no. 1, pp. 7–25, 2017. View at Publisher · View at Google Scholar
  • Hans Englund, and Magnus Frostenson, “Managing performance evaluation uncertainties in schools: When teachers become struggling performers,” European Educational Research Journal, pp. 147490411769324, 2017. View at Publisher · View at Google Scholar
  • G. K. Suraishkumar, “Strategies to improve learning of all students in a class,” European Journal of Engineering Education, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Zohreh Mahmoodi, Sara Esmaelzadeh- Saeieh, Razieh Lotfi, Monir Baradaran Eftekhari, Mahnaz Akbari Kamrani, Zahra Mehdizadeh Tourzani, and Katayoun Salehi, “The evaluation of a virtual education system based on the DeLone and McLean model:  A path analysis,” F1000Research, vol. 6, pp. 1631, 2017. View at Publisher · View at Google Scholar
  • Zohreh Mahmoodi, Sara Esmaelzadeh- Saeieh, Razieh Lotfi, Monir Baradaran Eftekhari, Mahnaz Akbari Kamrani, Zahra Mehdizadeh Tourzani, and Katayoun Salehi, “The evaluation of a virtual education system based on the DeLone and McLean model:  A path analysis,” F1000Research, vol. 6, pp. 1631, 2017. View at Publisher · View at Google Scholar
  • María Consuelo Sáiz-Manzanares, Isidoro Iván Cuesta Segura, Jesús Manuel Alegre Calderon, and Lorena Peñacoba Antona, “Effects of Different Types of Rubric-Based Feedback on Learning Outcomes,” Frontiers in Education, vol. 2, 2017. View at Publisher · View at Google Scholar
  • Ernesto Panadero, “A Review of Self-regulated Learning: Six Models and Four Directions for Research,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Benito Yáñez-Araque, Felipe Hernández-Perlines, and Juan Moreno-Garcia, “From Training to Organizational Behavior: A Mediation Model through Absorptive and Innovative Capacities,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Purificación Checa, and Alicia Abundis-Gutierrez, “Parenting and Temperament Influence on School Success in 9–13 Year Olds,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • David J. Shernof, Erik A. Ruzek, Alexander J. Sannella, Roberta Y. Schorr, Lina Sanchez-Wall, and Denise M. Bressler, “Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Siegmar Otto, and Pamela Pensini, “Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour,” Global Environmental Change, vol. 47, pp. 88–94, 2017. View at Publisher · View at Google Scholar
  • Liesje Coertjens, Vincent Donche, Sven De Maeyer, Tine van Daal, and Peter Van Petegem, “The growth trend in learning strategies during the transition from secondary to higher education in Flanders,” Higher Education, 2017. View at Publisher · View at Google Scholar
  • Sanna Vehviläinen, Erika Löfström, and Anne Nevgi, “Dealing with plagiarism in the academic community: emotional engagement and moral distress,” Higher Education, 2017. View at Publisher · View at Google Scholar
  • Robert S. Buwule, and Shana R. Ponelis, “Perspectives on university library automation and national development in Uganda,” IFLA Journal, pp. 034003521771053, 2017. View at Publisher · View at Google Scholar
  • Steven F. Raaijmakers, Martine Baars, Lydia Schaap, Fred Paas, Jeroen van Merriënboer, and Tamara van Gog, “Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?,” Instructional Science, 2017. View at Publisher · View at Google Scholar
  • Ido Roll, Deborah Butler, Nikki Yee, Ashley Welsh, Sarah Perez, Adriana Briseno, Katherine Perkins, and Doug Bonn, “Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning,” Instructional Science, 2017. View at Publisher · View at Google Scholar
  • Anuleena Kimanen, and Elina Kuusisto, “How young people perceive factors that support or prevent understanding between worldviews: perspectives of Finnish lower secondary school pupils,” Intercultural Education, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Laura V. S?nchez-Vincitore, Trey Avery, and Karen Froud, “Word-related N170 responses to implicit and explicit reading tasks in neoliterate adults,” International Journal of Behavioral Development, pp. 016502541771406, 2017. View at Publisher · View at Google Scholar
  • Jane P. Preston, and Anhui Wang, “The academic and personal experiences of Mainland Chinese students enrolled in a Canadian Master of Education Program,” International Journal of Comparative Education and Development, vol. 19, no. 4, pp. 177–192, 2017. View at Publisher · View at Google Scholar
  • Uzma A. S. Shaikh, Alejandra J. Magana, Luis Neri, David Escobar-Castillejos, Julieta Noguez, and Bedrich Benes, “Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences,” International Journal of Educational Technology in Higher Education, vol. 14, no. 1, 2017. View at Publisher · View at Google Scholar
  • Wanda Cassidy, Chantal Faucher, and Margaret Jackson, “Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators,” International Journal of Environmental Research and Public Health, vol. 14, no. 8, pp. 888, 2017. View at Publisher · View at Google Scholar
  • Ellie Fossey, Lisa Chaffey, Annie Venville, Priscilla Ennals, Jacinta Douglas, and Christine Bigby, “Navigating the complexity of disability support in tertiary education: perspectives of students and disability service staff,” International Journal of Inclusive Education, pp. 1–11, 2017. View at Publisher · View at Google Scholar
  • 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
  • Adolfina Pérez Garcias, and Victoria I. Marín, “Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers,” International Journal of Web-Based Learning and Teaching Technologies, vol. 12, no. 4, pp. 14–24, 2017. View at Publisher · View at Google Scholar
  • Sarah M. Coyne, Laura Stockdale, Jennifer Ruh Linder, David A. Nelson, Kevin M. Collier, and Lee W. Essig, “Pow! Boom! Kablam! Effects of Viewing Superhero Programs on Aggressive, Prosocial, and Defending Behaviors in Preschool Children,” Journal of Abnormal Child Psychology, 2017. View at Publisher · View at Google Scholar
  • A.J. Magana, and S. Balachandran, “Unpacking students' conceptualizations through haptic feedback,” Journal of Computer Assisted Learning, 2017. View at Publisher · View at Google Scholar
  • Carrie-Anne Myers, and Helen Cowie, “Bullying at University: The Social and Legal Contexts of Cyberbullying Among University Students,” Journal of Cross-Cultural Psychology, vol. 48, no. 8, pp. 1172–1182, 2017. View at Publisher · View at Google Scholar
  • Marie Evens, Charlotte Larmuseau, Katrien Dewaele, Leen Van Craesbeek, Jan Elen, and Fien Depaepe, “The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge,” Journal of Digital Learning in Teacher Education, vol. 33, no. 3, pp. 103–113, 2017. View at Publisher · View at Google Scholar
  • Kyle Gray, “Assessing Gains in Science Teaching Self-Efficacy After Completing an Inquiry-Based Earth Science Course,” Journal of Geoscience Education, vol. 65, no. 1, pp. 60–71, 2017. View at Publisher · View at Google Scholar
  • Emily Howell, Tracy Butler, and David Reinking, “Integrating Multimodal Arguments Into High School Writing Instruction,” Journal of Literacy Research, pp. 1086296X1770045, 2017. View at Publisher · View at Google Scholar
  • Foster Roberts, Christopher H. Thomas, Milorad M. Novicevic, Anthony Ammeter, Bart Garner, Paul Johnson, and Ifeoluwa Popoola, “Integrated Moral Conviction Theory of Student Cheating: An Empirical Test,” Journal of Management Education, pp. 105256291771068, 2017. View at Publisher · View at Google Scholar
  • Young-An Ra, and Jerry Trusty, “Impact of Social Support and Coping on Acculturation and Acculturative Stress of East Asian International Students,” Journal of Multicultural Counseling and Development, vol. 45, no. 4, pp. 276–291, 2017. View at Publisher · View at Google Scholar
  • Louise Stoll, and Marco Kools, “The school as a learning organisation: a review revisiting and extending a timely concept,” Journal of Professional Capital and Community, vol. 2, no. 1, pp. 2–17, 2017. View at Publisher · View at Google Scholar
  • Mutodi Paul, and Ngirande Hlanganipai, “Examining the Prevalence and Severity of Anxiety, Depression and Stress among Form Four Examination Candidates,” Journal of Psychology, vol. 8, no. 1, pp. 1–10, 2017. View at Publisher · View at Google Scholar
  • Kirsi Tirri, and Elina Kuusisto, “How can purpose be taught?,” Journal of Religious Education, 2017. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Differences in Kindergartners’ Participation and Regulation Strategies Across Time and Instructional Contexts,” Journal of Research in Childhood Education, pp. 1–16, 2017. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors,” Journal of Research in Childhood Education, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Sean Fanning, and Edgar Burns, “How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation,” Journal of Research in International Education, pp. 147524091772227, 2017. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Brittany Velardi, and Bracha Schnaidman, “Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement,” Journal of School Psychology, vol. 64, pp. 28–42, 2017. View at Publisher · View at Google Scholar
  • Alejandra J. Magana, and Sadhana Balachandran, “Students’ Development of Representational Competence Through the Sense of Touch,” Journal of Science Education and Technology, 2017. View at Publisher · View at Google Scholar
  • Tom Rosman, Anne-Kathrin Mayer, Martin Kerwer, and Günter Krampen, “The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study,” Learning and Instruction, vol. 49, pp. 166–177, 2017. View at Publisher · View at Google Scholar
  • Anahid S. Modrek, Deanna Kuhn, Anne Conway, and Toi Sin Arvidsson, “Cognitive regulation, not behavior regulation, predicts learning,” Learning and Instruction, 2017. View at Publisher · View at Google Scholar
  • Joris J Berkhout, Esther Helmich, Pim W Teunissen, Cees P M van der Vleuten, and A Debbie C Jaarsma, “Context matters when striving to promote active and lifelong learning in medical education,” Medical Education, 2017. View at Publisher · View at Google Scholar
  • Deborah Murdoch-Eaton, and Lucy Bowen, “Feedback mapping – The curricular cornerstone of an “educational alliance”,” Medical Teacher, pp. 1–8, 2017. View at Publisher · View at Google Scholar
  • Heather Leggett, John Sandars, and Trudie Roberts, “Twelve tips on how to provide self-regulated learning (SRL) enhanced feedback on clinical performance,” Medical Teacher, pp. 1–5, 2017. View at Publisher · View at Google Scholar
  • Ann M. Price, Kate Devis, Gayle LeMoine, Sarah Crouch, Nicole South, and Rosa Hossain, “First Year Nursing Students Use of Social Media Within Education: Results of a Survey,” Nurse Education Today, 2017. View at Publisher · View at Google Scholar