Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study

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The impact of supplemental instruction on learning competence and academic performance (2010, background): “Given the nature of the peerassisted learning supplemental instruction approach, there are grounds for thinking that supplemental instruction can also positively influence many of these aspects, which are known to influence academic performance (see, for example, Albaili 1997; Diseth and Martinsen 2”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “Yip (2007, 2009) also compared high and low achieving college students in their use of study strategies.”
Effects of a Self-Regulated Learning Course on the Academic Performance and Graduation Rate of College Students in an Academic Support Program (2008, background): “Similarly, high achieving Hong Kong students scored significantly higher on a Chinese version of the LASSI than did low achieving students (Yip, 2007).”