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Teacher-student relationship at university: an important yet under-researched field

Oxford review of education, 2014-05, Vol.40 (3), p.370-388

2014

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Teacher emotions in the classroom: associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship

European journal of psychology of education, 2015-12, Vol.30 (4), p.385-403

2015

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Intercultural relationship development and higher education internationalisation: a qualitative investigation based on a three-stage ecological and person-in-context conceptual framework

Higher education, 2020-11, Vol.80 (5), p.913-932

2020

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Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework

Higher education, 2019-03, Vol.77 (3), p.473-489

2019

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Positive emotions in student-led collaborative science activities: relating types and sources of emotions to engagement in learning

Studies in higher education (Dorchester-on-Thames), 2019-10, Vol.44 (10), p.1734-1746

2019

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Observational Research in Face-to-Face Small Groupwork: Capturing Affect as Socio-Dynamic Interpersonal Phenomena

Small group research, 2021-06, Vol.52 (3), p.341-376

2021

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Self- and Social Regulation in Learning Contexts: An Integrative Perspective

Educational psychologist, 2009-10, Vol.44 (4), p.215-226

2009

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Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive-Situative Divide and Combining Individual and Social Processes

Educational psychologist, 2010-01, Vol.45 (1), p.15-27

2010

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Students' attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non-diverse groups

Studies in higher education (Dorchester-on-Thames), 2008-08, Vol.33 (4), p.357-370

2008

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Extending, broadening and rethinking existing research on transfer of training

Educational research review, 2013-01, Vol.8 (January 2013), p.90-95

Volet, Simone

2013

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Starting and staying strong : pre-service primary teachers' attitudinal profiles towards science learning and their outcomes in an introductory science unit

Australian educational researcher, 2020-07, Vol.47 (3), p.385-408

2020

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Embodied Interaffectivity in the Emergence and Maintenance of Group Cohesion

Frontiers in psychology, 2022-07, Vol.13, p.822072-822072

2022

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Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?

Metacognition and learning, 2014-12, Vol.9 (3), p.287-307

2014

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'I don't hide my feelings, even though I try to' : insight into teacher educator emotion display

Australian educational researcher, 2014-07, Vol.41 (3), p.261-281

2014

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Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

Educational psychology (Dorchester-on-Thames), 2013-01, Vol.33 (1), p.31-58

2013

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Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

Instructional science, 2021-10, Vol.49 (5), p.687-718

2021

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Productive Disciplinary Engagement in High- and Low-Outcome Student Groups: Observations From Three Collaborative Science Learning Contexts

Research in science education (Australasian Science Education Research Association), 2021-09, Vol.51 (Suppl 1), p.159-182

2021

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Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations

Frontiers in psychology, 2020-01, Vol.10, p.2981-2981

2020

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Interpersonal regulation of learning and motivation: methodological advances

1, 2013

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University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

Frontline learning research, 2016-05, Vol.4 (3), p.44-74

2016

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Intercultural relationship development at university: A systematic literature review from an ecological and person-in-context perspective

Educational research review, 2017-02, Vol.20 (February 2017), p.99-116

2017

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Promoting effective collaborative case-based learning at university: a metacognitive intervention

Studies in higher education (Dorchester-on-Thames), 2013-08, Vol.38 (6), p.870-889

2013

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Enhancing self-directed learning through a content quiz group learning assignment

Active learning in higher education, 2013-03, Vol.14 (1), p.9-22

2013

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University students' perceptions and attitudes towards culturally diverse group work : does context matter?

Journal of studies in international education, 2012-05, Vol.16 (2), p.157-181

2012

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Development and psychometric evaluation of scales to measure professional confidence in manual medicine: a Rasch measurement approach

BMC research notes, 2014-06, Vol.7 (1), p.338-338, Article 338

2014

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Teacher-student relationship at university: an important yet under-researched field

Teacher emotions in the classroom: associations with students' engagement, classroom discipline and the interpersonal teacher-student relationship

Intercultural relationship development and higher education internationalisation: a qualitative investigation based on a three-stage ecological and person-in-context conceptual framework

Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework

Positive emotions in student-led collaborative science activities: relating types and sources of emotions to engagement in learning

Observational Research in Face-to-Face Small Groupwork: Capturing Affect as Socio-Dynamic Interpersonal Phenomena

Self- and Social Regulation in Learning Contexts: An Integrative Perspective

Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive-Situative Divide and Combining Individual and Social Processes

Students' attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non-diverse groups

Extending, broadening and rethinking existing research on transfer of training

Starting and staying strong : pre-service primary teachers' attitudinal profiles towards science learning and their outcomes in an introductory science unit

Embodied Interaffectivity in the Emergence and Maintenance of Group Cohesion

Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?

'I don't hide my feelings, even though I try to' : insight into teacher educator emotion display

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

Productive Disciplinary Engagement in High- and Low-Outcome Student Groups: Observations From Three Collaborative Science Learning Contexts

Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations

Interpersonal regulation of learning and motivation: methodological advances

University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

Intercultural relationship development at university: A systematic literature review from an ecological and person-in-context perspective

Promoting effective collaborative case-based learning at university: a metacognitive intervention

Enhancing self-directed learning through a content quiz group learning assignment

University students' perceptions and attitudes towards culturally diverse group work : does context matter?

Development and psychometric evaluation of scales to measure professional confidence in manual medicine: a Rasch measurement approach

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