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[Learning approaches, self-regulation and achievement in three European universities].
16 references·0 citing·49 second hop
[Learning approaches, self-regulation and achievement in three European universities]. (2008)[Learning approaches, self-regulation and…Correlates of Approaches to Learning: A Cross-Cultural Meta-Analysis (2014)Correlates of Approaches to L…Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies (2005)Studying in higher education:…Skill and will: The role of motivation and cognition in the learning of college chemistry (2003)Skill and will: The role of m…Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting (2003)Learning styles and academic …Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement (2003)Approaches to Learning, Cogni…Metacognitive Development as a Shift in Approach to Learning: An in-depth study (2002)Metacognitive Development as …The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F (2001)The revised two‐factor Study …Understanding learning and teaching (1999)Understanding learning and te…Teaching For Quality Learning At University (1999)Teaching For Quality Learning…The regulation of constructive learning processes (1998)The regulation of constructiv…Developmental phases in self-regulation: Shifting from process goals to outcome goals. (1997)Developmental phases in self-…Epistemologies, conceptions of learning, and study practices in medicine and psychology (1996)Epistemologies, conceptions o…What do inventories of students' learning processes really measure? A theoretical review and clarification (1993)What do inventories of studen…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…The Role of Metacognition in Enhancing Learning (1988)The Role of Metacognition in …Analysis and development of students' skill in selfregulated learning (1988)Analysis and development of s…The Reflective Practitioner: How Professionals Think in Action (1985)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)The Concept of Mind (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Trends in Global Higher Education: Tracking an Academic Revolution (2010)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)An Attributional Theory of Motivation and Emotion (1986)Motivational processes affecting learning. (1986)Comparison between self-concept and self-efficacy in academic motivation research (1999)Models of Self-regulated Learning: A review (2001)Interest: A unique motivational variable (2006)Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Handbook of research on teaching (1986)How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? (2011)Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning (2021)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Students’ assessment preferences and approaches to learning: can formative assessment make a difference? (2006)¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje (2014)Comparative fit indexes in structural models. (1990)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Structural equation modeling with AMOS: basic concepts, applications, and programming (2000)Reflection and reflective practice in health professions education: a systematic review (2007)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)Flipping the classroom for English language learners to foster active learning (2014)A social-cognitive approach to motivation and personality. (1988)Motivation in Education: Theory, Research, and Applications (1995)Science Motivation Questionnaire: Construct validation with nonscience majors (2008)A meta-analytic review of the Motivated Strategies for Learning Questionnaire (2011)I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance (2017)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Cognitive Styles—an overview and integration (1991)Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments (2004)The Conceptual Bases of Study Strategy Inventories (2004)‘Strangers in Paradise’? (2009)Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms (2026)Speculations About the Nature and Development of Metacognition (2026)From Theory to Practice: A Cognitive Systems Approach (1993)What the student does: teaching for enhanced learning (2012)Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015)Approaches to learning in science: A longitudinal study (2001)Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education (2003)Significant conversations and significant networks – exploring the backstage of the teaching arena (2009)
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References

  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 1999Teaching For Quality Learning At University7,559 cited
  • 2001The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F2,120 cited
  • 1993What do inventories of students' learning processes really measure? A theoretical review and clarification963 cited
  • 1998The regulation of constructive learning processes648 cited
  • 1997Developmental phases in self-regulation: Shifting from process goals to outcome goals.604 cited
  • 2003Skill and will: The role of motivation and cognition in the learning of college chemistry510 cited
  • 1999Understanding learning and teaching403 cited
  • 2005Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies394 cited
  • 1996Epistemologies, conceptions of learning, and study practices in medicine and psychology277 cited
  • 2003Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement269 cited
  • 2003Learning styles and academic outcome: The validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting217 cited
  • 1988The Role of Metacognition in Enhancing Learning178 cited
  • 1988Analysis and development of students' skill in selfregulated learning

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164 cited
  • 2014Correlates of Approaches to Learning: A Cross-Cultural Meta-Analysis163 cited
  • 2002Metacognitive Development as a Shift in Approach to Learning: An in-depth study119 cited
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