Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences

By J. S. Rozendaal, A. Minnaert, M. Boekaerts. 2003

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Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, unknown): “Students ’ motivations for learning Billett (1994), Hodkinson et al. (2008), Rozendaal et al. (2003).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “Fourth, several interventions in Dutch secondary vocational schools were conducted that focused on building up metacognitive knowledge and creating opportunities to use deep-level processing (Rozendaal et al., 2003; Boekaerts and Rozendaal, 2006).”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “to the present participants were more extrinsically oriented than females, and that this was linked to lower self-efficacy and lower achievement, while the extensive review by Rozendaal et al. (2003) finds females generally more anxious, less confident, more likely to adopt a surface approach to lea”