Abstract
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Sari Lindblom‐Ylänne, Kirsti Lonka
Abstract
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Studying textbooks: effects of learning styles, study task, and instruction
10.1016/0959-4752(94)90009-4 · 1994
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10.1111/j.2044-8279.1993.tb01038.x · 1993
Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students
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Experiences of understanding in revising for degree examinations
10.1016/0959-4752(92)90002-4 · 1992
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Student failure: disintegrated patterns of study strategies and perceptions of the learning environment
10.1007/bf00137077 · 1991
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10.1007/bf00137106 · 1990
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Promoting professional development in higher education through portfolio assessment
10.1080/0260293950200104 · 1995
Spontaneous study strategies and the quality of knowledge construction
10.1111/j.2044-8279.1997.tb01223.x · 1997
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Selecting students for medical school: what predicts success during basic science studies? A cognitive approach
10.1007/bf00137129 · 1996
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Activating instruction — how to foster study and thinking skills in higher education
10.1007/bf03172926 · 1995
Conceptions of learning and knowledge — does training make a difference?
10.1006/ceps.1996.0021 · 1996
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Epistemologies, conceptions of learning, and study practices in medicine and psychology
10.1007/bf00129105 · 1996
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The effect of study strategies on learning from text
10.1016/0959-4752(94)90026-4 · 1994
On qualitative differences in learning — I. Process and outcome
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Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying
10.1007/bf00132293 · 1991
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10.1007/bf00162205
10.1007/bf00162205
10.1007/bf00136229
10.1007/bf00136229
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The relationship between learning conception, study strategy and learning outcome
10.1111/j.2044-8279.1984.tb00846.x · 1984
Monitoring text comprehension: individual differences in epistemological standards
10.1037/0022-0663.76.2.248 · 1984
The learning strategies of bilingual versus monolingual students
10.1111/j.2044-8279.1996.tb01177.x · 1996
10.1080/0144341980180406
10.1080/0144341980180406
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Contextual dependence of learning approaches: the effects of assessments
1984
Anxiety and study methods in preclinical students: causal relation to examination performance
10.1111/j.1365-2923.1989.tb00896.x · 1989
Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis
10.1007/bf00129106 · 1996
Analysis and development of students' skill in self-regulated learning
10.1007/bf00143780 · 1988
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