Disciplinary and gender differences among higher education students in self‐regulated learning strategies

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Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, methodology): “Motivational factors, e.g. intrinsic motivation and self-efficacy, have the strongest influences on students’ SRL strategy use (Berger & Karabenick, 2011; Martínez, Pérez, & Navarrete, 2015; Virtanen & Nevgi, 2010).”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, background): “Thus, translation of these results to male students should be done with care, as research has found that in higher education gender plays a role in students’ use and strategies of self-regulation (Virtanen & Nevgi, 2010).”
College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, unknown): “Email: john.wang@nie.edu.sg Educational Psychology, 2014 Vol. 34, No. 3, 338–353, http://dx.doi.org/10.1080/01443410.2013.785067 2013 Taylor & Francis involves both motivation and effective use of learning strategy – promotes learning performance (Izabela & Marko, 2009; Virtanen & Nevgi, 2010).”