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Citations to this Journal [418 citations: 1–100 of 394 articles]

Articles published in Education Research International have been cited 418 times. The following is a list of the 394 articles that have cited the articles published in Education Research International.

  • Mary A. Andrews, William F. Kelly, and Kent J. DeZee, “Why Does This Learner Perform Poorly on Tests? Using Self-Regulated Learning Theory to Diagnose the Problem and Implement Solutions,” Academic Medicine, vol. 93, no. 4, pp. 612–615, 2018. View at Publisher · View at Google Scholar
  • Shelagh Mooney, and Tracy Harkison, “Assessment for learning in university settings: fun and games,” Anatolia, pp. 1–11, 2018. View at Publisher · View at Google Scholar
  • 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
  • Martin T Hall, and Gerald Wurf, “Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools,” Australian Journal of Education, pp. 000494411875873, 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
  • Marie Evens, Kelly Tielemans, Jan Elen, and Fien Depaepe, “Pedagogical content knowledge of French as a foreign language: differences between pre-service and in-service teachers,” Educational Studies, pp. 1–18, 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
  • Stéphanie Ward, Amanda Froehlich Chow, M. Louise Humbert, Mathieu Bélanger, Nazeem Muhajarine, Hassan Vatanparast, and Anne Leis, “Promoting physical activity, healthy eating and gross motor skills development among preschoolers attending childcare centers: Process evaluation of the Healthy Start-Départ Santé intervention using the RE-AIM framework,” Evaluation and Program Planning, 2018. View at Publisher · View at Google Scholar
  • Rosalia Filippini, Ivan De Noni, Stefano Corsi, Roberto Spigarolo, and Stefano Bocchi, “Sustainable school food procurement: What factors do affect the introduction and the increase of organic food?,” Food Policy, 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
  • Lina Vyas, and Baohua Yu, “An investigation into the academic acculturation experiences of Mainland Chinese students in Hong Kong,” Higher Education, 2018. View at Publisher · View at Google Scholar
  • Hans Agné, and Ulf Mörkenstam, “Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion,” Higher Education Research & Development, pp. 1–14, 2018. View at Publisher · View at Google Scholar
  • J. L. Brita-Paja, C. Gregorio, L. Llana, C. Pareja, and A. Riesco, “Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study,” Interactive Learning Environments, pp. 1–18, 2018. View at Publisher · View at Google Scholar
  • Su-Chi Fang, Ying-Shao Hsu, and Shu-Sheng Lin, “Conceptualizing Socioscientific Decision Making from a Review of Research in Science Education,” International Journal of Science and Mathematics Education, 2018. View at Publisher · View at Google Scholar
  • Heather Toomey Zimmerman, and Jennifer L. Weible, “Epistemic agency in an environmental sciences watershed investigation fostered by digital photography,” International Journal of Science Education, pp. 1–25, 2018. View at Publisher · View at Google Scholar
  • Ahrim Oh, Meekyung Han, Young Choi, Sing Lau, and Michelle S W Shum, “Exploring relationship among child maltreatment experience in childhood and behavior problems as young adults: Role of social support among college students in Hong Kong,” International Social Work, pp. 002087281876271, 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
  • Tamilla Curtis, and John R. Ledgerwood, “Students’ motivations, perceived benefits and constraints towards study abroad and other international education opportunities,” Journal of International Education in Business, pp. 00–00, 2018. View at Publisher · View at Google Scholar
  • Faye Mishna, Cheryl Regehr, Ashley Lacombe-Duncan, Joanne Daciuk, Gwendolyn Fearing, and Melissa Van Wert, “Social media, cyber-aggression and student mental health on a university campus,” Journal of Mental Health, pp. 1–8, 2018. View at Publisher · View at Google Scholar
  • Lea Martin, Elizabeth A. Hirshorn, Corrine Durisko, Michelle W. Moore, Robert Schwartz, Yihao Zheng, and Julie A. Fiez, “Do adults acquire a second orthography using their native reading network?,” Journal of Neurolinguistics, 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
  • Ravikirti, and Maya Gopalakrishnan, “Objective Structured Clinical Examinations (OSCEs) as an Assessment Tool in Undergraduate Medical Education,” Journal of the National Medical Association, 2018. View at Publisher · View at Google Scholar
  • Karolina Parding, and Anna Berg-Jansson, “Conditions for workplace learning in professional work,” Journal of Workplace Learning, vol. 30, no. 2, pp. 108–120, 2018. View at Publisher · View at Google Scholar
  • Hannu Salmi, and Helena Thuneberg, “The role of self-determination in informal and formal science learning contexts,” Learning Environments Research, 2018. View at Publisher · View at Google Scholar
  • Shafizza Sahdan, Alias Masek, Noor Atikah Zainal Abidin, and Juliati Jusoh, “Preliminary Study: Self-Regulated Learning Procedure,” MATEC Web of Conferences, vol. 150, pp. 05008, 2018. View at Publisher · View at Google Scholar
  • O.M. Carson, E.A. Laird, B.B. Reid, P.G. Deeny, and H.E. McGarvey, “Enhancing teamwork using a creativity-focussed learning intervention for undergraduate nursing students - A pilot study,” Nurse Education in Practice, vol. 30, pp. 20–26, 2018. View at Publisher · View at Google Scholar
  • Leodoro J. Labrague, Denise M. McEnroe–Petitte, Janet Alexis A. De los Santos, and Olaide Edet, “Examining stress perceptions and coping strategies among Saudi nursing students: A systematic review,” Nurse Education Today, 2018. View at Publisher · View at Google Scholar
  • Noha M. Al-Shdayfat, “Undergraduate student nurses' attitudes towards using social media websites: A study from Jordan,” Nurse Education Today, 2018. View at Publisher · View at Google Scholar
  • David McClendon, Conrad Hackett, Michaela Potančoková, Marcin Stonawski, and Vegard Skirbekk, “Women's Education in the Muslim World,” Population and Development Review, 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
  • James Deehan, Lena Danaia, and David H. McKinnon, “From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers,” Research in Science Education, 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
  • Inga Glogger-Frey, Marcus Deutscher, and Alexander Renkl, “Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies,” Teaching and Teacher Education, 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
  • Sakari Tolppanen, and Maija Aksela, “Identifying and addressing students' questions on climate change,” The Journal of Environmental Education, pp. 1–15, 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
  • Martin Daumiller, and Markus Dresel, “Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts,” The Journal of Experimental Education, pp. 1–16, 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
  • Harm Biemans, Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers, “Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways,” Vocations and Learning, 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
  • Ee Ling Low, Chenri Hui, and Li Cai, “Developing student teachers’ critical thinking and professional values: a case study of a teacher educator in Singapore,” Asia Pacific Journal of Education, vol. 37, no. 4, pp. 535–551, 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