Philippine E-Journals

References:

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2. Aguimlod, C.,Tanduyan, M., Trangia, E. & Genelza, G. (2023). The learning interest in Social Studies education: in the lens of Junior High School students. Galaxy International Interdisciplinary Research Journal.
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44. Chavez, L. M., & Castillo, M. (2017). Student attitudes toward social studies in high school: A factor analysis approach. Journal of Social Studies Education, 15(3), 50-62.
45. Chen, S. M., & Chang, C. C. (2022). Cognitive strategy use and learning achievement: a longitudinal study on secondary school students. Journal of Educational Research, 115(3), 198-210.
46. Cherepiekhina, O., Turubarova, A., Sysoiev, O., Derevyanko, N., & Bulanov, V. (2023). How Ukrainian university students academically procrastinate in conditions of forced-online-learning caused by the covid-19 pandemic and wartime. (EJ1400130). ERIC.
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48. Cherry, K. (2023). Self-efficacy and why believing in yourself matters. Very well mind.
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54. Corno, L., & Mandinach, E. B. (2018). Learning and self-regulation in the context of academic help-seeking. Educational Psychologist, 53(2), 99–114.
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56. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4^th ed.). Boston, MA: Pearson.
57. Das, S., Halder, U.,  Mishra, D., &  Debnath, B. (2014). Study on relationship between attitude towards education and academic achievement in secondary level minority students. Indian Streams Research Journal.
58. Datu, J. A. D., Valdez, J. P. M., & Yuen, M. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology Quarterly, 33(3), 428–438. https://doi.org/10.1037/spq0000244
59. Davis, S., & White, M. (2016). Exploring the relationship between punctuality and engagement in social science classes. Journal of Academic Development, 22(1), 58-70.
60. Dembo, M. H., & Karabenick, S. A. (2020). Academic help-seeking: A conceptual model for social science students. Educational Psychologist, 55(4), 215–229.
61. Deng, X., Wang, C., & Xu, J. (2022). Self-regulated learning strategies of Macau english as a foreign language learners: validity of responses and academic achievements. validity of responses and academic achievements. Front. Psychol. 13:976330.
62. Diez, J. (2023). Lack of interest? self and peer assessment as a means to improve students’ engagement. (EJ1382976). ERIC.
63. Din, R., Mahmood, H., Abbas, F., Salman V., & Zafar, S. (2021). Leaving studies because of lack of interest: an analysis of the risk factors of school dropouts in Pakistan. Springer Nature.
64. Doan,N., Patte, K., Ferro, M., & Leatherdale, S. (2020). Reluctancy towards help-seeking for mental health concerns at secondary school among students in the compass study. Int J Environ Res Public Health. 2020 Oct; 17(19): 7128.
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66. Dowd, M. (2020). How to deal with a non-cooperative group member. CHRON.
67. Duncan, A., & Brown, S. (2021). The relationship between student attendance, engagement, and academic success in higher education: A focus on the social sciences. Journal of Higher Education, 92(6), 845-861. https://doi.org/10.1080/00221546.2021.1942348
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76. Felder, R. M., & Brent, R. (2018). Cooperative learning in engineering education: A review of the literature. International Journal of Engineering Education, 34(4), 1196-1205.
77. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5^th ed.). Sage Publications.
78. Fouad, N. A., & Santana, M. (2017). The role of confidence in career decision-making. Journal of Vocational Behavior, 101, 69-81. https://doi.org/10.1016/j.jvb.2017.04.001
79. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2015). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/0034654314578497
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81. Fullan, M. & Langworthy, M. (2014). A rich seam: how new pedagogies find deep learning. Pearson.
82. Galindo, I. (2020). Four cognitive strategies for student engagement. The Wabash Center.
83. Galla, B. M., & Duckworth, A. L. (2019). The influence of self-efficacy on goal-setting and achievement. Journal of Educational Psychology, 111(4), 586-601. https://doi.org/10.1037/edu0000348
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88. Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53(1), 41–46.
89. Gibson, L. C., & Galloway, A. (2020). Motivating students to attend class: The role of academic self-efficacy in educational success. Journal of Educational Research, 113(2), 195-204. https://doi.org/10.1080/00220671.2019.1598578
90. Gillies, R. M. (2019). Cooperative learning: Review of research and practice. Educational Psychology Review, 31(3), 563–584.
91. Gokhale, A. A. (2020). Collaborative learning enhances critical thinking. Journal of Technology Education, 31(2), 1–16.
92. Gokhan, M. A., & Savas, E. (2019). The impact of cooperation on student achievement in group projects. Journal of Education and Learning, 8(3), 155-169. https://doi.org/10.5539/jel.v8n3p155
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96. Gottfried, M. (2011). The achievement effects of tardy classmates: evidence in urban elementary schools. An International Journal of Research, Policy and Practice.
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101. Hariri, H., Karwan, D., Haenilah, E., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: student motivation affects student learning strategies. (EJ1284371). ERIC.
102. Harris, K., & Lee, S. (2019). Time management and academic performance in higher education: A review of the literature. Journal of College Student Development, 60(6), 680-692. https://doi.org/10.1353/csd.2019.0073
103. Harrison, T., & Saunders, P. (2015). The role of discipline and punctuality in social science learning outcomes. Journal of Social Science Education, 6(3), 145-159.
104. Hattie, J., & Yates, G. C. R. (2018). Visible learning and the science of how we learn. Routledge.
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112. Hughes, C., & Hargrove, M. (2021). Collaboration in social sciences: A systematic review of cooperative learning techniques. Journal of Educational Psychology, 113(3), 398–412.
113. Jang, H., Kim, E. K., & Reeve, J. (2016). Engaging students in the classroom: The roles of motivation, engagement, and perceived autonomy support. Learning and Instruction, 42, 95-106. https://doi.org/10.1016/j.learninstruc.2016.01.002
114. Jarvela, S., & Hadwin, A. F. (2017). Cognitive strategies in learning: How students use mental techniques to improve their understanding of social sciences. Learning and Instruction, 52, 1-12.
115. Jiang, J., & Zhang, W. (2021). The role of self-confidence in students’ learning achievements: A review of research and interventions. Educational Psychology Review, 33(2), 167–193.
116. Johnson, D. W., & Johnson, R. T. (2019). The impact of collaborative learning on student success: A review of recent research. International Journal of Educational Research, 95, 70-83. https://doi.org/10.1016/j.ijer.2019.01.003
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118. Kahu, E. R. (2015). Framing student engagement in higher education. Studies in Higher Education, 40(5), 717-733. https://doi.org/10.1080/03075079.2013.850449
119. Karakaya, O., & Altinsoy, F. (2023). Academic procrastination of university students: the role of problematic internet use, self-regulated online learning, and academic self-efficacy. (EJ1376164). ERIC.
120. Katzenbach, J. R., & Smith, D. K. (2019). The wisdom of teams: Creating the high-performance organization. HarperBusiness.
121. Kazak, E., & Koyuncu, V. (2021). Undesired student behaviors, the effects of these behaviors and teachers’ coping methods. Anadolu Journal of Educational Sciences International, 11(2), 637-659.
122. Kearney, C., & Childs, J. (2023). Translating sophisticated data analytic strategies regarding school attendance and absenteeism into targeted educational policy. (EJ1381705). ERIC.
123. Keshishian, F. (2018). Using free writing in public speaking courses to remedy student apathy: an unconventional solution to a common problem. (EJ1301719). ERIC.
124. Kim, Y., & Park, S. (2021). The role of cognitive strategies in students’ academic achievement in STEM Education. Journal of Educational Psychology, 113(5), 843-856.
125. King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3), 745–756. https://doi.org/10.1007/s40299-013-0133-
126. Kinik, F., (2023). The impact of digital competences on academic procrastination in higher education: a structural equation modeling approach. (EJ1387897). ERIC.
127. Kirksey, J., & Elefante, J. (2024). Familiar faces in high school: how having the same peers from year-to-year links to student absenteeism. (EJ1413960). ERIC.
128. Klugkist, I. (2008). Encompassing prior based model selection for inequality constrained analysis of variance. American Psychological Association.
129. Kose, M.  (2017). The role of high school history teachers on university students’ attitudes toward history classes. (EJ1148363). ERIC. https://eric.ed.gov/?id=EJ1148363
130. Kumar, S., & Berenbaum, H. (2019). The impact of students’ help-seeking attitude on academic performance and learning outcomes. Learning and Individual Differences, 71, 1-8. https://doi.org/10.1016/j.lindif.2019.03.005
131. Kusuma, D., & Sinaga, B. (2021). Exploring the effect of narrative learning on intrinsic motivation and academic achievement: A case study in secondary education. International Journal of Educational Research, 106, 101721. https://doi.org/10.1016/j.ijer.2020.101721
132. Laal, M., & Ghodsi, S. M. (2017). Collaborative learning: What is it? Procedia - Social and Behavioral Sciences, 31, 1075-1079. https://doi.org/10.1016/j.sbspro.2011.12.198
133. Lai, E. R. (2019). The effect of cognitive strategies on learning outcomes in online education: a meta-analysis. Educational Psychology Review, 31(4), 805-834.
134. Lammers, W., (2017). Why won’t they ask us for help?. faculty focus. Higher Ed Teaching & Learning.
135. Lee, A., Henderson, D., Corneille, M., Morton, T., Prince, K., Burnett, S., & Roberson, T. (2024). Lifting black student voices to identify teaching practices that discourage and encourage STEM engagement: why black teachers matter. (EJ1416214). ERIC.
136. LeMay, J. (2017). Academic engagement, motivation, self-regulation, and achievement of Georgia Southern University sophomore students. Electronic Theses and Dissertations.
137. Lin, H., & Lee, M. (2023). A study on the relationship between socialization of blended learning and motivation regulation under sustainable development with teacher support as the moderating variable. (EJ1413969). ERIC.
138. Linnenbrink-Garcia, L., & Patall, E. A. (2018). The role of self-efficacy in the academic motivation of college students: A systematic review. Educational Psychologist, 53(4), 311-322. https://doi.org/10.1080/00461520.2018.1511959
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140. Liu, M., & Wang, H. (2020). Fostering cooperation through group work in the social sciences. Journal of Social Science Education, 19(2), 33-45.
141. Liu, T. Y., & Lin, C. H. (2020). Cognitive strategy use in collaborative learning: The role of cognitive feedback. Computers & Education, 147, 103777
142. Liu, Y., & Zhang, X. (2019). The influence of punctuality on collaborative learning in social sciences. Journal of Social Science Education Research, 30(5), 211-223
143. Lomagdong, A. (2020). Cognitive strategies and learning styles of high and low performance of elementary school students. Journal of Multidisciplinary in Social Sciences.
144. Longhurst., A. (2019). Intrinsic motivation: how to pick up healthy motivation techniques. Healthline Media LLC.
145. Lopez, J., & Fernandez, R. (2019). Psychological factors influencing help-seeking behavior in social science students. International Journal of Psychology in Education, 32(4), 254–270
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147. Maahs, J. (2019). What is intrinsic motivation? How to increase it, according to a therapist. Talkspace.
148. Manela, M. (2022). Parenting an overly competitive child. BLOOM.
149. Martinie, M., Potocki, A., Broc, L., & Larigauderie, P. (2023). Predictors of procrastination in first-year university students: role of achievement goals and learning strategies. (EJ1373534). ERIC.
150. Masa’Deh, R., AlAzzam, M., Al-Dweik, G., Masadeh, O., Hamdan-Mansour A., & Basheti, I. (2021). Academic performance and socio-demographic characteristics of students: assessing moderation effect of self-esteem. (EJ1318239). ERIC.
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156. Miles, M. (2024). How self-efficacy can boost your personal success. Better Up.
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158. Miller, D., & McCauley, J. (2017). Barriers to class attendance in higher education: A focus on social, financial, and health-related issues. Higher Education Studies, 7(3), 54-63. https://doi.org/10.5539/hes.v7n3p54
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