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The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out

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References

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1999

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Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes

1,664 cited

1996Research on Cooperative Learning and Achievement: What We Know, What We Need to Know1,653 cited

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2015Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning113 cited
2008Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies84 cited
2012Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program72 cited
2007Students’ conceptions of distinct constructivist assumptions70 cited
2010Looking for students’ personal characteristics predicting study outcome69 cited
2015A methodological review of structural equation modelling in higher education research65 cited
2012A Brief History of Problem-based Learning65 cited
2011Why students withdraw or continue their educational careers: a closer look at differences in study approaches and personal reasons30 cited
2013Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it?29 cited