The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students

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Peer review in higher education: Student perceptions before and after participation (2014, background): “Indeed, numerous scholars (e.g. Kaufman and Schunn, 2011; Rodriguez, 2009) have shown that expectations shape students’ beliefs and influence their involvement and approach to learning as well as their motivation.”
The Role of a Skills Learning Support Program on First-Generation College Students’ Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study (2017, unknown): “…and future academic performance (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013; Henning & Shulruf, 2011; Mega, Ronconi, & De Beni, 2014; Ning & Downing, 2010; Okun, Fairholme, Karoly, Ruehlman, & Newton, 2006; Rodriguez, 2009; Tinto, 1997; Vukman & Licardo, 2010; Zusho & Edwards, 2011).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…(2009), Gijbels et al. (2009), Struyven et al. (2006) and Tiwari et al. (2006) Cassidy and Eachus (2000), Duff (2004), Harris (2004), Papinczak (2009), Rodriguez (2009) and Thomas and Gadbois (2007) Emphasis on non-academic activities Herington and Weaven (2008) – eferences rgyris, C., & Schön,…”