Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses

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An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “In-class activities that promote active learning are more effective than lecture alone at developing students’ higher order cognitive skills (Halpern, 1999), soft skills such as communication and collaboration (Bosworth, 1994; Zekeri, 2004), and self-efficacy (DiBenedetto & Bembenutty, 2013).”
A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course (2016, background): “…in technology, self-regulated learning strategies are no longer restricted to the interactions between individuals’ psychological views and their learning; such interactions have been extended to include the use of some technological tools (DiBenedetto & Bembenutty, 2013; Mellado et al., 2014).”