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(Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students

Higher education, 2017-03, Vol.73 (3), p.519-537

Fryer, Luke K.

2017

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Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

Journal of computer assisted learning, 2023-10, Vol.39 (5), p.1465-1478

2023

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Chatbot learning partners: Connecting learning experiences, interest and competence

Computers in human behavior, 2019-04, Vol.93, p.279-289

2019

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Schools can improve motivational quality: Profile transitions across early foreign language learning experiences

Motivation and emotion, 2018-08, Vol.42 (4), p.527-545

2018

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Handbook of Strategies and Strategic Processing

1st edition., 2020

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Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning

Journal of computer assisted learning, 2022-02, Vol.38 (1), p.237-257

2022

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Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective

Higher education, 2024-05, Vol.87 (5), p.1227-1250

2024

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Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners

Computers in human behavior, 2017-10, Vol.75, p.461-468

2017

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The critical role of the individual in language education: New directions from the learning sciences

System (Linköping), 2019-11, Vol.86, p.102118, Article 102118

2019

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Editorial: Affective Learning in Digital Education

Frontiers in psychology, 2021-01, Vol.11, p.630966-630966

2021

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The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment

British journal of educational psychology, 2012-12, Vol.82 (4), p.549-563

2012

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The effect of virtual reality learning on students' motivation: A scoping review

Journal of computer assisted learning, 2024-02, Vol.40 (1), p.360-373

2024

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Getting interested: Developing a sustainable source of motivation to learn a new language at school

System (Linköping), 2019-11, Vol.86, p.102120, Article 102120

Fryer, Luke K.

2019

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Measurement of higher education students' and teachers' experiences in learning management systems: a scoping review

Assessment and evaluation in higher education, 2024-05, Vol.49 (4), p.441-452

2024

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The Playing Motivations of Male and Female Gamers and the Effects of Stereotypes on Their Motivations in Honor of Kings

Simulation & gaming, 2024-08, Vol.55 (4), p.637-661

2024

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Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

Educational psychology review, 2017-06, Vol.29 (2), p.325-344

Fryer, Luke K.

2017

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Understanding Students' Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis

Psychologica Belgica, 2016-07, Vol.56 (3), p.226-243

2016

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Bots for Language Learning Now: Current and Future Directions

Language learning & technology, 2020-06, Vol.24 (2), p.8

2020

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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science

Educational psychology review, 2024-06, Vol.36 (2), p.38, Article 38

2024

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Student Engagement Across Pacific Asia: Steps Toward a Shared Framework

1, 2024

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Regulating approaches to learning: Testing learning strategy convergences across a year at university

British journal of educational psychology, 2018-03, Vol.88 (1), p.21-41

2018

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Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes

British journal of educational psychology, 2022-06, Vol.92 (2), p.e12473-n/a

2022

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Teaching for course interest

Studies in higher education (Dorchester-on-Thames), 2021-11, Vol.46 (11), p.2122-2133

2021

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Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom

Educational psychology review, 2023-09, Vol.35 (3), p.68, Article 68

2023

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A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning

Educational psychology review, 2023-09, Vol.35 (3), p.66, Article 66

2023

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(Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students

Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic

Chatbot learning partners: Connecting learning experiences, interest and competence

Schools can improve motivational quality: Profile transitions across early foreign language learning experiences

Handbook of Strategies and Strategic Processing

Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning

Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective

Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners

The critical role of the individual in language education: New directions from the learning sciences

Editorial: Affective Learning in Digital Education

The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment

The effect of virtual reality learning on students' motivation: A scoping review

Getting interested: Developing a sustainable source of motivation to learn a new language at school

Measurement of higher education students' and teachers' experiences in learning management systems: a scoping review

The Playing Motivations of Male and Female Gamers and the Effects of Stereotypes on Their Motivations in Honor of Kings

Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

Understanding Students' Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis

Bots for Language Learning Now: Current and Future Directions

Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science

Student Engagement Across Pacific Asia: Steps Toward a Shared Framework

Regulating approaches to learning: Testing learning strategy convergences across a year at university

Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes

Teaching for course interest

Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom

A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning

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