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A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

Fryer, Luke K.; Ginns, Paul

Educational psychology. Volume 38:Issue 8 (2018); pp 1032-1049 -- Routledge, Taylor & Francis Group

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60: (2019, April); pp 252-262 -- Elsevier

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A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

Fryer, Luke K.; Ginns, Paul

Educational psychology. Volume 38:Number 8 (2018, September 14th); pp 1032-1049 -- Routledge, Taylor & Francis Group

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60 (2019); pp 252-262 -- Elsevier

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Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about?

Fryer, Luke K.; Ainley, Mary; Thompson, Andrew

LEARNING AND INDIVIDUAL DIFFERENCES. Volume 50 (2016); pp 157-165

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Between students' instrumental goals and how they learn: Goal content is the gap to mind

Fryer, Luke K.; Ginns, Paul; Walker, Richard

British journal of educational psychology. Volume 84:Number 4 (2014, December); pp 612-630 -- Wiley

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Reciprocal modelling of Japanese university students' regulation strategies and motivational deficits for studying

Fryer, Luke K.; Ginns, Paul; Walker, Richard

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Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about?

Fryer, Luke K.; Ainley, Mary; Thompson, Andrew

LEARNING AND INDIVIDUAL DIFFERENCES. Volume 50 (2016); pp 157-165

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The intersection between depth and the regulation of strategy use

Dinsmore, Daniel L.; Fryer, Luke K.

British journal of educational psychology. Volume 88:Number 1 (2018); pp 1-8 -- Wiley

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Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support

Fryer, Luke K.; Bovee, H. Nicholas

Computers & education. Volume 120 (2018); pp 227-240 -- Elsevier Science

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