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Influence of COVID-19 confinement on students’ performance in higher education
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Influence of COVID-19 confinement on students’ performance in higher education (2020)Influence of COVID-19 confinement on stud…Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Investigating Self-Regulation…Computerized Adaptive Testing (2000)Computerized Adaptive TestingFundamentals of item response theory (1992)Fundamentals of item response…Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. (1990)Student differences in self-r…Computerized Adaptive Testing: A Primer (1990)Computerized Adaptive Testing…The metacognitive control components of self-regulated learning (1986)The metacognitive control com…Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? (2021)Transitioning to E-Learning d…Transition to online learning during the COVID-19 pandemic (2021)Transition to online learning…The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19 (2021)The Acceptance of Learning Ma…Prevalence of Anxiety in University Students during the COVID-19 Pandemic: A Systematic Review (2021)Prevalence of Anxiety in Univ…Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective (2021)Person-to-person interactions…Learning loss during Covid-19: An early systematic review (2021)Learning loss during Covid-19…Emergency remote teaching in higher education: mapping the first global online semester (2021)Emergency remote teaching in …Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study (2021)Emergency remote teaching and…Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey (2021)Comparison of students’ use a…Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic (2021)Academic performance of K-12 …Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students (2021)Academic and emotional effect…The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico (2020)The Impact of Environmental F…Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic (2020)Students Satisfaction with On…Online-Learning due to COVID-19 Improved Mental Health Among Medical Students (2020)Online-Learning due to COVID-…Impact of COVID-19 on academic activities and way forward in Indian Optometry (2020)Impact of COVID-19 on academi…Challenges in Distance Education During the (Covid-19) Pandemic Period (2020)Challenges in Distance Educat…A Rasch Model for Partial Credit Scoring (1982)Assessing health status and quality-of-life instruments: Attributes and review criteria (2002)Short screening scales to monitor population prevalences and trends in non-specific psychological distress (2002)Testing the ruler with item response theory: Increasing precision of measurement for relationship satisfaction with the Couples Satisfaction Index. 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References

  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects3,732 cited
  • 1992Fundamentals of item response theory3,414 cited
  • 1990Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.1,825 cited
  • 1990Computerized Adaptive Testing: A Primer1,169 cited
  • 2000Computerized Adaptive Testing657 cited
  • 1986The metacognitive control components of self-regulated learning417 cited

Cited by

  • 2021Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study693 cited
  • 2021Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?529 cited
  • 2021Emergency remote teaching in higher education: mapping the first global online semester524 cited
  • 2021Learning loss during Covid-19: An early systematic review444 cited
  • 2021Transition to online learning during the COVID-19 pandemic381 cited
  • 2020Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic323 cited
  • 2020Online-Learning due to COVID-19 Improved Mental Health Among Medical Students235 cited
  • 2020Challenges in Distance Education During the (Covid-19) Pandemic Period

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227 cited
  • 2021Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students214 cited
  • 2021The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19186 cited
  • 2021Person-to-person interactions in online classroom settings under the impact of COVID-19: a social presence theory perspective181 cited
  • 2020Impact of COVID-19 on academic activities and way forward in Indian Optometry159 cited
  • 2021Prevalence of Anxiety in University Students during the COVID-19 Pandemic: A Systematic Review156 cited
  • 2020The Impact of Environmental Factors on Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in Mexico154 cited
  • 2021Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey140 cited
  • 2021Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic138 cited