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Citations to this Journal [290 citations: 1–100 of 271 articles]

Articles published in Education Research International have been cited 290 times. The following is a list of the 271 articles that have cited the articles published in Education Research International.

  • 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
  • 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
  • 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
  • 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
  • Keith S. Taber, “Identifying research foci to progress chemistry education as a field,” Educación Química, 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Karolina Parding, Susan McGrath-Champ, and Meghan Stacey, “Teachers, school choice and competition: Lock-in effects within and between sectors,” Policy Futures in Education, pp. 147821031668835, 2017. View at Publisher · View at Google Scholar
  • Helen Abadzi, “Turning a molehill into a mountain? How reading curricula are failing the poor worldwide,” Prospects, 2017. View at Publisher · View at Google Scholar
  • Joanne Orlando, “Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis,” Research in Learning Technology, vol. 22, no. 1, pp. 21354, 2017. View at Publisher · View at Google Scholar
  • Tim O'Riordan, David E. Millard, and John Schulz, “How should we measure online learning activity?,” Research in Learning Technology, vol. 24, no. 1, pp. 30088, 2017. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, and Anastasia Kitsantas, “Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement,” School Psychology Review, vol. 46, no. 1, pp. 88–107, 2017. View at Publisher · View at Google Scholar
  • S. B. Souza, A. M. Veiga Simão, A. I. Ferreira, and P. Costa Ferreira, “University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice,” Studies in Higher Education, pp. 1–16, 2017. View at Publisher · View at Google Scholar
  • Brady Michael Jack, and Huann-shyang Lin, “Making learning interesting and its application to the science classroom,” Studies in Science Education, pp. 1–28, 2017. View at Publisher · View at Google Scholar
  • Aldo Hernández Barrios, and Ángela Camargo Uribe, “Adaptación y validación del Inventario de Estrategias de Autorregulación en estudiantes universitarios,” Suma Psicológica, 2017. View at Publisher · View at Google Scholar
  • Daniel Åkerblom, and Mats Lindahl, “Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues,” Teaching and Teacher Education, vol. 65, pp. 205–214, 2017. View at Publisher · View at Google Scholar
  • Ashwini Deshpande, Alain Desrochers, Christopher Ksoll, and Abu S. Shonchoy, “The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India,” World Development, 2017. View at Publisher · View at Google Scholar
  • Kym Simoncini, Barbara Pamphilon, and Katja Mikhailovich, “Place-Based Picture Books as an Adult Learning Tool: Supporting Agricultural Learning in Papua New Guinea,” Adult Learning, vol. 28, no. 2, pp. 61–68, 2016. 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
  • Mahmoud M. Bakr, C. Mark Thompson, and Magdalena Massadiq, “Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics,” Anatomical Sciences Education, 2016. View at Publisher · View at Google Scholar
  • Michail Ch. Sideris, Apostolos E. Papalois, Thanos Athanasiou, Ioannis Dimitropoulos, Korina Theodoraki, Francois Sousa Dos Santos, Georgios Paparoidamis, Nikolaos Staikoglou, Dimitrios Pissas, Peter C. Whitfield, Alexandros Rampotas, Savvas Papagrigoriadis, Vassilios Papalois, Georgios Zografos, and Georgios Tsoulfas, “Evaluating the educational environment of an International animal model-based wet lab course for undergraduate students,” Annals of Medicine and Surgery, 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
  • Theodoros Gegios, Katerina Salta, and Spyros Koinis, “Investigating high-school chemical kinetics: the Greek chemistry textbook and students' difficulties,” Chem. Educ. Res. Pract., 2016. View at Publisher · View at Google Scholar
  • Keith S. Taber, “What is wrong with ‘practice’ papers,” Chem. Educ. Res. Pract., 2016. View at Publisher · View at Google Scholar
  • Marko Böhm, Sabina Eggert, Jan Barkmann, and Susanne Bögeholz, “Evaluating Sustainable Development solutions quantitatively: Competence modelling for GCE and ESD,” Citizenship, Social and Economics Education, vol. 15, no. 3, pp. 190–211, 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
  • Boštjan Šumak, Maja Pušnik, Marjan Heričko, and Andrej Šorgo, “Differences between prospective, existing, and former users of interactive whiteboards on external factors affecting their adoption, usage and abandonment,” Computers in Human Behavior, 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
  • Melanie Guldi, “Title IX and the Education of Teen Mothers,” Economics of Education Review, 2016. View at Publisher · View at Google Scholar
  • Lisbeth Lundahl, Inger Erixon Arreman, Ann-Sofie Holm, and Ulf Lundström, “Educational marketization the Swedish way,” Education Inquiry, vol. 4, no. 3, pp. 22620, 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
  • 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
  • Cristina Teodora Preoteasa, Anca Axante, Anca Diana Cristea, and Elena Preoteasa, “The Relationship between Positive Well-Being and Academic Assessment: Results from a Prospective Study on Dental Students,” Education Research International, vol. 2016, pp. 1–8, 2016. View at Publisher · View at Google Scholar
  • David Mogari, “Using culturally relevant teaching in a co-educational mathematics class of a patriarchal community,” Educational Studies in Mathematics, 2016. View at Publisher · View at Google Scholar
  • Rui Dong, and Shiguang Ni, “Psychometric Properties of a Chinese Version of the Moral Attentiveness Scale,” Ethics & Behavior, 2016. View at Publisher · View at Google Scholar
  • Iris Marušić, Ivana Jugović, and Darko Lončarić, “Approaches to learning of first-year and fifth-year student teachers: are there any differences?,” European Journal of Teacher Education, 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
  • David S. Senchina, “Disease outbreaks as vehicles for exploring ‘engaged citizen’ themes through a course on the history of infectious diseases,” FEMS Microbiology Letters, vol. 364, no. 1, pp. fnw242, 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
  • Liesje Coertjens, Taiga Brahm, Caroline Trautwein, and Sari Lindblom-Ylänne, “Students’ transition into higher education from an international perspective,” Higher Education, 2016. View at Publisher · View at Google Scholar
  • Terence V. Bowles, and Kimberley A. Brindle, “If ego identity is the envelope then adaptive change is the note to self: scaffolding the career choices of adolescents,” International Journal for Educational and Vocational Guidance, 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
  • J. S. Goodall, “Technology and school–home communication,” International Journal of Pedagogies and Learning, pp. 1–14, 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
  • Heidi Hyytinen, and Erika Löfström, “Reactively, Proactively, Implicitly, Explicitly? Academics’ Pedagogical Conceptions of how to Promote Research Ethics and Integrity,” Journal of Academic Ethics, 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
  • Elina Kuusisto, Khalil Gholami, and Kirsi Tirri, “Finnish and Iranian teachers’ views on their competence to teach purpose,” Journal of Education for Teaching, pp. 1–15, 2016. View at Publisher · View at Google Scholar
  • Caitlin C. Farrell, and Cynthia E. Coburn, “Absorptive capacity: A conceptual framework for understanding district central office learning,” Journal of Educational Change, 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
  • 김인숙, and 강태욱, “Case Analysis of Program Outcomes Depending on Teaching Methods in Engineering Design Course,” Journal of Engineering Education Research, vol. 19, no. 2, pp. 8–13, 2016. View at Publisher · View at Google Scholar
  • W. Marty Martin, John Mazzeo, and Briana Lemon, “Teaching Public Health Professionals Entrepreneurship: An Integrated Approach,” Journal of Enterprising Culture, vol. 24, no. 02, pp. 193–207, 2016. View at Publisher · View at Google Scholar
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  • 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
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  • Carin Neitzel, Joyce M. Alexander, and Kathy E. Johnson, “Young Children’s Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten,” Journal of Research in Childhood Education, vol. 30, no. 4, pp. 474–493, 2016. View at Publisher · View at Google Scholar
  • Jason M. S. Lam, David Yoon Kin Tong, and Ahmad Azmi M. Ariffin, “Exploring Perceived Risk and Risk Reduction Strategies in the Pursuit of Higher Education Abroad,” Journal of Studies in International Education, vol. 21, no. 2, pp. 83–104, 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
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  • 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