Research article | Open Access
International Journal of Educational Researchers 2025, Vol. 16(1) 40-55
The relationship between study skills and perceived program difficulty among students in Nigerian Universities: A cross-lagged study
pp. 40 - 55 | DOI: https://doi.org/10.29329/ijer.2025.1295.4
Publish Date: March 31, 2025 | Single/Total View: 5/7 | Single/Total Download: 9/10
Abstract
Study skills (SS) are a significant predictor of academic performance and potentially influence perceived program difficulty (PD) from the perspective of the individual student. Most studies on the associations between SS and PD have been majorly cross-sectional design. Hence, our understanding of the relatedness between both constructs over time has not been empirically tested among undergraduate students. To address these gaps, a cross-lagged path design was adopted using pseudo-longitudinal or repeated cross-sectional data randomly collected from three separate class levels representing three different timelines- parts 3 (N=118), 4 (N=115), and 5 (N=117) undergraduate pharmacy students from three purposively selected public universities in southwest, Nigeria. Structural equation modeling was used to test hypotheses. The analysis of variance test was used to compare the mean scores of SS and PD across class levels.The study participants consisted of 195 (55.4%) females and 157 (44.6%) males with an average age of 22.80 years (SD=2.37). Mean scores of PD and SS were stable and/or consistent among students. PD at time 1 had a negative impact on SS at time 2, and not the other way around. PD from time 2 to 3 was weakened while SS at time 2 to 3 was strengthened. This implies that PD tends to decrease and SS tends to improve over time. The study affirms that students' perception of PD tends to influence SS and not the other way around, especially at lower class levels. In other words, an average pharmacy undergraduate student's modification of studying patterns or habits depends on PD. The study recommends the early integration of study skills courses in the undergraduate curriculum to minimize students' perceived PD. The study deepens educators' understanding of the time-dependent relationship between PD and SS, which has consequent implications for education planning for undergraduate pharmacy students
Keywords: study skills, perceived program difficulty, pharmacy students, cross-lagged analysis, quasi-longitudinal data, pharmacy education
APA 7th edition
Oamen, T.E., Jegede, A., & Irenitemi, E. (2025). The relationship between study skills and perceived program difficulty among students in Nigerian Universities: A cross-lagged study. International Journal of Educational Researchers, 16(1), 40-55. https://doi.org/10.29329/ijer.2025.1295.4
Harvard
Oamen, T., Jegede, A. and Irenitemi, E. (2025). The relationship between study skills and perceived program difficulty among students in Nigerian Universities: A cross-lagged study. International Journal of Educational Researchers, 16(1), pp. 40-55.
Chicago 16th edition
Oamen, Theophilus Ehidiamen, Ayodapo Jegede and Enitan Irenitemi (2025). "The relationship between study skills and perceived program difficulty among students in Nigerian Universities: A cross-lagged study". International Journal of Educational Researchers 16 (1):40-55. https://doi.org/10.29329/ijer.2025.1295.4
Aboagye, G. K., Amponsah, K. D., & Johnson, E. A. (2020). Analysis of study skills employed by Ghanaian high school science students. Cypriot Journal of Education Science, 15(4), 634-660
Alamer, A., & Lee, J.(2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 1–22. https://doi.org/10.1177/13621688211033694
Amie, J., Dirks-Naylor., Cook, C., & Nhean, P. (2019). Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students. Advances in Physiology Education, 43,259–265. https://doi.org/10.1152/advan.00184.2018.
Chinn, D., Sheard, J., Carbone, A., & Laakso, M-J. (2010). Study habits of students: What do they do outside the classroom? In Proceedings of the Twelfth Australasian Conference on Computing Education. 103, 53-62
Choi, A. N., Curran, G. M., Morris, E. J., Salem, A. M., Curry, B. D., Schwanda, K., & Flowers, S. K. (2019). Pharmacy Students’ Lived Experiences of Academic Difficulty and Tinto’s Theory of Student Departure. American Journal of Pharmaceutical Education, 83 (10), 7447.
Collier, J. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge. (Accessed 10 March, 2022)
Colthorpe, K., Ogiji, J., Ainscough, L., Zimbardi, K., & Anderson, S. (2019). Effect of metacognitive prompts on undergraduate pharmacy students’ self-regulated learning behavior. American Journal of Pharmaceutical Education. 83(4), 6646
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor loadings. Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(7), 1-9. https://doi.org/10.7275/jyi-4868.
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychology Science, 3(6), 425–453.
D’Souza, B., & Broeseker, A. (2022). Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students. Currents in Pharmacy Teaching and Learning, 14(5), 561-571
Delphine, M., Sylvestre, N., Gabriel, N., & Wenceslas, N. (2022). A Psychometric Analysis of the Study Skills Questionnaire for University of Rwanda Undergraduate Students at National Police College. Creative Education. 13, 862-885. https://doi.org/10.4236/ce.2022.133057
Didarloo, A., & Khalkhali, H. R. (2014). Assessing study skills among university students: an Iranian survey. Journal of Education Evaluation for Health Professions. 11:8 http://dx.doi.org/10.3352/jeehp.2014.11.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press. (Accessed March 2024)
Erhun, W. O., Jegede, A. O., & Ojelabi, J. A. (2022). Implications of failure on students who have repeated a class in a faculty of pharmacy. Currents in Pharmacy Teaching and Learning, 14 (2), 166-172
Ezeala, C. C., & Siyanga, N. (2015). Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine. Journal of Education Evaluation for Health Profession, 12:46. http://dx.doi.org/10.3352/jeehp.2015.12.46
Frick, L. J., Frick, J. L., Coffman, R. E., & Dey, S. (2011). Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model. American Journal of Pharmaceutical Education, 75 (4), 64
Gnjidic, D., da Costa, N., & Wheate, N. J. (2023). Potential factors that can affect the performance of undergraduate pharmacy research students: a descriptive study. BMC Medical Education, 23:32. https://doi.org/10.1186/s12909-023-04018-5
Hair, J. F., Risher, J. J., Sarstedt, M. & Ringle, C.M. (2019), "When to use and how to report the results of PLS-SEM". European Business Review. 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Hair, J., Anderson, R., Tatham, R., & Black W. (2006).Multivariate Data Analysis. New Jersey: Prentice Hall. (Accessed 1 January 2022)
Henseler J, Dijkstra, T. K. (2015). ADANCO. GmbH & Co. Kleve. Germany. Retrieved from http://www.compositemodeling.com. (Accessed 11 January 2022)
Henseler, J. (2020). Composite-based structural equation modeling; Analysing latent and emergent variables. Guilford Publications.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jegede, A. O., Adebiyi, H. A., & Erhun, W. O. (2020). Academic performance of students in other university courses after dropping out of pharmacy school. Pharmacy Education, 20, 346-356
Jegede, A. O., Adepiti, A. O., & Erhun, W. O. (2020). Perception of students about teaching and assessment in a Nigerian pharmacy school. The Nigerian Journal of Pharmacy, 54(2), 19-32
Jegede, A. O., Olabanji, K. T., & Arolagbade, T. (2024). Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria, Pharmacy Education, 24(1):238-247.
Kearney, M. (2017). Cross-lagged panel analysis. SAGE Encyclopedia of Communication Research Methods, 312-314.
Kearney, M. W. (2016). Cross Lagged Panel Analysis. In M. R. Allen (Ed.), The SAGE Encyclopedia of Communication Research Methods. Thousand Oaks, CA: Sage. (Accessed 5 December 2023)
Keshishian, F., & Brenton, B. P. (2015). Pharmacy students’ perceptions of their curriculum and profession: Implications for pharmacy education. Pharmacy Education, 11. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/304 (Accessed April 2024)
Kim, T-Y., & Kim, Y-K. (2016). A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students. The Journal of Asia TEFL, 13(2), 138-155. http://dx.doi.org/10.18823/asiatefl.2016.13.2.5.138
Kleijn, W., Ploeg, H., & Topman, R. (1994). Cognition, study habits, test anxiety, and academic performance. Psychology Rep, 75, 1219-1226.
Kline, R. (2016). Principles and practice of structural equation modeling. 6th Ed. Guilford Publications. (Accessed 15 July 2022)
Kock, N. (2017). WarpPLS User Manual: Version 6.0, Laredo, Texas; Script Warp Systems. 2017. (Accessed 10 April 2021)
Kock, N. (2023). Assessing multiple reciprocal relationships in PLS-SEM. Data Analysis Perspective Journal, 4(3), 1-8
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Education & Psychological Measurement, 30(3), 607-610
Liao, S. N., Shah, K., Griswold, W. G., & Porter, l. (2021). A Quantitative Analysis of Study Habits Among Lower- and High-Performing Students in CS1. In 26th ACM Conference on Innovation and Technology in Computer Science Education.. https://doi.org/10.1145/3430665.3456350 (Accessed 21 March 2024)
Liu, L., Caliph, S., Simpson, C., Khoo, R. Z., Neviles, G., Muthumuni, S., & Lyons, K.M. (2021). Pharmacy Student Challenges and Strategies Towards Initial COVID-19 Curriculum Changes. Healthcare, 9:1322. https//doi.org/10.3390/healthcare9101322
Marshall, L. L., Allison, A., Nykamp, D., & Lanke, S. (2008). Perceived stress and quality of life among doctor of pharmacy students. American Journal of Pharmaceutical Education, 72(6), 137
Mckeirnan, K. C., Colorati, K., Kim, A. P., Stewart, A. S., Remsberg, C. M., Vu, M., & Bray, B. S. (2020). Study behaviors associated with student pharmacists’ academic success in an active classroom pharmacy curriculum. American Journal of Pharmaceutical Education, 4;7. https://doi.org/10.5688/ajpe/7695
Morrow, D. L., & Congor, S. (2021). Assessing reciprocal relationships in PLS-SEM: An illustration based on a job crafting study. Data Analysis Perspective Journal, 2(1), 1-5.
Odiri, O. E. (2015). Relationship of study skills with mathematics achievement. Journal of Educational Psychology, 6(10), 168-170
Pan, X. (2021). Repeated Cross-Sectional Design. In: Gu, D., Dupre, M.E. (eds) Encyclopedia of Gerontology and Population Aging. Springer, Cham. https://doi.org/10.1007/978-3-030-22009-9_578
Petersen, A. M., Craig, M., Campbell, J., & Tafliovich A. Revisiting why students drop CS1. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research. 29(16), 71–80.
Rafferty, A., Walthery, P., & King-Hele, S. (2015). Analyzing change over time: repeated cross-sectional and longitudinal survey data. UK Data Service. University of Essex and University of Manchester. Available at https://www.ukdataservice.ac.uk/455362/changeovertime.pdf (Accessed July 2024)
Sansgiry, S. S., Bhosle, M., & Dutt, A. P. (2005). Predictors of test anxiety in doctor of pharmacy students: An empirical study. Pharmacy Education, 00(0):1–9
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance among pharmacy students. American Journal of Pharmaceutical Education, 70 (5), 104
Sariem, C. N., Fwangshak, F. D., Shalkur, D., & Adeniyi, M. A. (2014). Factors affecting academic performance of pharmacy students in the University of Jos, Nigeria. Journal of Pharmacy and Bioresources, 11(2), 85-92.
Smith, L., Saini, B., Krass, I., Chen, T., Bosnic-Anticevich, S., & Sainsbury, E. (2007). Pharmacy students’ approaches to learning in an Australian University. American Journal of Pharmaceutical Education, 71(6), 120. https//doi.org/10.5688/aj7106120.
Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2013). The effect of a short integrated study skills program for first-year medical students at risk of failure: a randomized controlled trial. Medical Teacher, 35(2), 120-126
Strang, K. D. (2015). The Palgrave Handbook of Research Design in Business and Management (Vol. 1, pp. 1–565). Palgrave Macmillan. https://doi.org/10.1057/9781137484956. 2015 (Accessed 13 February 2024)
University of Houston-Clear Lake. Study skills assessment questionnaire. Available from:http://prtl.uhcl.edu/portal/page/portal/COS/Self_Help_and_Handouts/Files_and_Documents/Study%20Skills%20Assessment.pdf. (Accessed 12 November 2023)
Williams, B., Brown, T., & Etherington, J. (2013). Learning style preferences of undergraduate pharmacy students. Currents in Pharmacy Teaching and Learning, 5(2), 110-119. https://doi.org/10.1016/j.cptl.2012.09.003
Xhomara, N. (2021). Individual study work and lecturer support as predictors of students’ academic success. International Journal of Knowledge and Learning. 13(3), 169-182
Yee, J. L., & Niemeier, D. (1996). Advantages and disadvantages: longitudinal vs. repeated cross-sectional surveys. Project Battelle, 94(16):7
Zimmerman, B. (2005). Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich, P. R., Zeidner, M, eds. Handbook of Self-Regulation. Burlington, M. A: Elsevier Academic Press. 2005 (Accessed 10 January 2024)
Aboagye, G. K., Amponsah, K. D., & Johnson, E. A. (2020). Analysis of study skills employed by Ghanaian high school science students. Cypriot Journal of Education Science, 15(4), 634-660
Alamer, A., & Lee, J.(2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 1–22. https://doi.org/10.1177/13621688211033694
Amie, J., Dirks-Naylor., Cook, C., & Nhean, P. (2019). Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students. Advances in Physiology Education, 43,259–265. https://doi.org/10.1152/advan.00184.2018.
Chinn, D., Sheard, J., Carbone, A., & Laakso, M-J. (2010). Study habits of students: What do they do outside the classroom? In Proceedings of the Twelfth Australasian Conference on Computing Education. 103, 53-62
Choi, A. N., Curran, G. M., Morris, E. J., Salem, A. M., Curry, B. D., Schwanda, K., & Flowers, S. K. (2019). Pharmacy Students’ Lived Experiences of Academic Difficulty and Tinto’s Theory of Student Departure. American Journal of Pharmaceutical Education, 83 (10), 7447.
Collier, J. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge. (Accessed 10 March, 2022)
Colthorpe, K., Ogiji, J., Ainscough, L., Zimbardi, K., & Anderson, S. (2019). Effect of metacognitive prompts on undergraduate pharmacy students’ self-regulated learning behavior. American Journal of Pharmaceutical Education. 83(4), 6646
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor loadings. Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(7), 1-9. https://doi.org/10.7275/jyi-4868.
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychology Science, 3(6), 425–453.
D’Souza, B., & Broeseker, A. (2022). Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students. Currents in Pharmacy Teaching and Learning, 14(5), 561-571
Delphine, M., Sylvestre, N., Gabriel, N., & Wenceslas, N. (2022). A Psychometric Analysis of the Study Skills Questionnaire for University of Rwanda Undergraduate Students at National Police College. Creative Education. 13, 862-885. https://doi.org/10.4236/ce.2022.133057
Didarloo, A., & Khalkhali, H. R. (2014). Assessing study skills among university students: an Iranian survey. Journal of Education Evaluation for Health Professions. 11:8 http://dx.doi.org/10.3352/jeehp.2014.11.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press. (Accessed March 2024)
Erhun, W. O., Jegede, A. O., & Ojelabi, J. A. (2022). Implications of failure on students who have repeated a class in a faculty of pharmacy. Currents in Pharmacy Teaching and Learning, 14 (2), 166-172
Ezeala, C. C., & Siyanga, N. (2015). Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine. Journal of Education Evaluation for Health Profession, 12:46. http://dx.doi.org/10.3352/jeehp.2015.12.46
Frick, L. J., Frick, J. L., Coffman, R. E., & Dey, S. (2011). Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model. American Journal of Pharmaceutical Education, 75 (4), 64
Gnjidic, D., da Costa, N., & Wheate, N. J. (2023). Potential factors that can affect the performance of undergraduate pharmacy research students: a descriptive study. BMC Medical Education, 23:32. https://doi.org/10.1186/s12909-023-04018-5
Hair, J. F., Risher, J. J., Sarstedt, M. & Ringle, C.M. (2019), "When to use and how to report the results of PLS-SEM". European Business Review. 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Hair, J., Anderson, R., Tatham, R., & Black W. (2006).Multivariate Data Analysis. New Jersey: Prentice Hall. (Accessed 1 January 2022)
Henseler J, Dijkstra, T. K. (2015). ADANCO. GmbH & Co. Kleve. Germany. Retrieved from http://www.compositemodeling.com. (Accessed 11 January 2022)
Henseler, J. (2020). Composite-based structural equation modeling; Analysing latent and emergent variables. Guilford Publications.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jegede, A. O., Adebiyi, H. A., & Erhun, W. O. (2020). Academic performance of students in other university courses after dropping out of pharmacy school. Pharmacy Education, 20, 346-356
Jegede, A. O., Adepiti, A. O., & Erhun, W. O. (2020). Perception of students about teaching and assessment in a Nigerian pharmacy school. The Nigerian Journal of Pharmacy, 54(2), 19-32
Jegede, A. O., Olabanji, K. T., & Arolagbade, T. (2024). Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria, Pharmacy Education, 24(1):238-247.
Kearney, M. (2017). Cross-lagged panel analysis. SAGE Encyclopedia of Communication Research Methods, 312-314.
Kearney, M. W. (2016). Cross Lagged Panel Analysis. In M. R. Allen (Ed.), The SAGE Encyclopedia of Communication Research Methods. Thousand Oaks, CA: Sage. (Accessed 5 December 2023)
Keshishian, F., & Brenton, B. P. (2015). Pharmacy students’ perceptions of their curriculum and profession: Implications for pharmacy education. Pharmacy Education, 11. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/304 (Accessed April 2024)
Kim, T-Y., & Kim, Y-K. (2016). A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students. The Journal of Asia TEFL, 13(2), 138-155. http://dx.doi.org/10.18823/asiatefl.2016.13.2.5.138
Kleijn, W., Ploeg, H., & Topman, R. (1994). Cognition, study habits, test anxiety, and academic performance. Psychology Rep, 75, 1219-1226.
Kline, R. (2016). Principles and practice of structural equation modeling. 6th Ed. Guilford Publications. (Accessed 15 July 2022)
Kock, N. (2017). WarpPLS User Manual: Version 6.0, Laredo, Texas; Script Warp Systems. 2017. (Accessed 10 April 2021)
Kock, N. (2023). Assessing multiple reciprocal relationships in PLS-SEM. Data Analysis Perspective Journal, 4(3), 1-8
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Education & Psychological Measurement, 30(3), 607-610
Liao, S. N., Shah, K., Griswold, W. G., & Porter, l. (2021). A Quantitative Analysis of Study Habits Among Lower- and High-Performing Students in CS1. In 26th ACM Conference on Innovation and Technology in Computer Science Education.. https://doi.org/10.1145/3430665.3456350 (Accessed 21 March 2024)
Liu, L., Caliph, S., Simpson, C., Khoo, R. Z., Neviles, G., Muthumuni, S., & Lyons, K.M. (2021). Pharmacy Student Challenges and Strategies Towards Initial COVID-19 Curriculum Changes. Healthcare, 9:1322. https//doi.org/10.3390/healthcare9101322
Marshall, L. L., Allison, A., Nykamp, D., & Lanke, S. (2008). Perceived stress and quality of life among doctor of pharmacy students. American Journal of Pharmaceutical Education, 72(6), 137
Mckeirnan, K. C., Colorati, K., Kim, A. P., Stewart, A. S., Remsberg, C. M., Vu, M., & Bray, B. S. (2020). Study behaviors associated with student pharmacists’ academic success in an active classroom pharmacy curriculum. American Journal of Pharmaceutical Education, 4;7. https://doi.org/10.5688/ajpe/7695
Morrow, D. L., & Congor, S. (2021). Assessing reciprocal relationships in PLS-SEM: An illustration based on a job crafting study. Data Analysis Perspective Journal, 2(1), 1-5.
Odiri, O. E. (2015). Relationship of study skills with mathematics achievement. Journal of Educational Psychology, 6(10), 168-170
Pan, X. (2021). Repeated Cross-Sectional Design. In: Gu, D., Dupre, M.E. (eds) Encyclopedia of Gerontology and Population Aging. Springer, Cham. https://doi.org/10.1007/978-3-030-22009-9_578
Petersen, A. M., Craig, M., Campbell, J., & Tafliovich A. Revisiting why students drop CS1. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research. 29(16), 71–80.
Rafferty, A., Walthery, P., & King-Hele, S. (2015). Analyzing change over time: repeated cross-sectional and longitudinal survey data. UK Data Service. University of Essex and University of Manchester. Available at https://www.ukdataservice.ac.uk/455362/changeovertime.pdf (Accessed July 2024)
Sansgiry, S. S., Bhosle, M., & Dutt, A. P. (2005). Predictors of test anxiety in doctor of pharmacy students: An empirical study. Pharmacy Education, 00(0):1–9
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance among pharmacy students. American Journal of Pharmaceutical Education, 70 (5), 104
Sariem, C. N., Fwangshak, F. D., Shalkur, D., & Adeniyi, M. A. (2014). Factors affecting academic performance of pharmacy students in the University of Jos, Nigeria. Journal of Pharmacy and Bioresources, 11(2), 85-92.
Smith, L., Saini, B., Krass, I., Chen, T., Bosnic-Anticevich, S., & Sainsbury, E. (2007). Pharmacy students’ approaches to learning in an Australian University. American Journal of Pharmaceutical Education, 71(6), 120. https//doi.org/10.5688/aj7106120.
Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2013). The effect of a short integrated study skills program for first-year medical students at risk of failure: a randomized controlled trial. Medical Teacher, 35(2), 120-126
Strang, K. D. (2015). The Palgrave Handbook of Research Design in Business and Management (Vol. 1, pp. 1–565). Palgrave Macmillan. https://doi.org/10.1057/9781137484956. 2015 (Accessed 13 February 2024)
University of Houston-Clear Lake. Study skills assessment questionnaire. Available from:http://prtl.uhcl.edu/portal/page/portal/COS/Self_Help_and_Handouts/Files_and_Documents/Study%20Skills%20Assessment.pdf. (Accessed 12 November 2023)
Williams, B., Brown, T., & Etherington, J. (2013). Learning style preferences of undergraduate pharmacy students. Currents in Pharmacy Teaching and Learning, 5(2), 110-119. https://doi.org/10.1016/j.cptl.2012.09.003
Xhomara, N. (2021). Individual study work and lecturer support as predictors of students’ academic success. International Journal of Knowledge and Learning. 13(3), 169-182
Yee, J. L., & Niemeier, D. (1996). Advantages and disadvantages: longitudinal vs. repeated cross-sectional surveys. Project Battelle, 94(16):7
Zimmerman, B. (2005). Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich, P. R., Zeidner, M, eds. Handbook of Self-Regulation. Burlington, M. A: Elsevier Academic Press. 2005 (Accessed 10 January 2024)
Aboagye, G. K., Amponsah, K. D., & Johnson, E. A. (2020). Analysis of study skills employed by Ghanaian high school science students. Cypriot Journal of Education Science, 15(4), 634-660
Alamer, A., & Lee, J.(2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 1–22. https://doi.org/10.1177/13621688211033694
Amie, J., Dirks-Naylor., Cook, C., & Nhean, P. (2019). Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students. Advances in Physiology Education, 43,259–265. https://doi.org/10.1152/advan.00184.2018.
Chinn, D., Sheard, J., Carbone, A., & Laakso, M-J. (2010). Study habits of students: What do they do outside the classroom? In Proceedings of the Twelfth Australasian Conference on Computing Education. 103, 53-62
Choi, A. N., Curran, G. M., Morris, E. J., Salem, A. M., Curry, B. D., Schwanda, K., & Flowers, S. K. (2019). Pharmacy Students’ Lived Experiences of Academic Difficulty and Tinto’s Theory of Student Departure. American Journal of Pharmaceutical Education, 83 (10), 7447.
Collier, J. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge. (Accessed 10 March, 2022)
Colthorpe, K., Ogiji, J., Ainscough, L., Zimbardi, K., & Anderson, S. (2019). Effect of metacognitive prompts on undergraduate pharmacy students’ self-regulated learning behavior. American Journal of Pharmaceutical Education. 83(4), 6646
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor loadings. Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(7), 1-9. https://doi.org/10.7275/jyi-4868.
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychology Science, 3(6), 425–453.
D’Souza, B., & Broeseker, A. (2022). Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students. Currents in Pharmacy Teaching and Learning, 14(5), 561-571
Delphine, M., Sylvestre, N., Gabriel, N., & Wenceslas, N. (2022). A Psychometric Analysis of the Study Skills Questionnaire for University of Rwanda Undergraduate Students at National Police College. Creative Education. 13, 862-885. https://doi.org/10.4236/ce.2022.133057
Didarloo, A., & Khalkhali, H. R. (2014). Assessing study skills among university students: an Iranian survey. Journal of Education Evaluation for Health Professions. 11:8 http://dx.doi.org/10.3352/jeehp.2014.11.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press. (Accessed March 2024)
Erhun, W. O., Jegede, A. O., & Ojelabi, J. A. (2022). Implications of failure on students who have repeated a class in a faculty of pharmacy. Currents in Pharmacy Teaching and Learning, 14 (2), 166-172
Ezeala, C. C., & Siyanga, N. (2015). Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine. Journal of Education Evaluation for Health Profession, 12:46. http://dx.doi.org/10.3352/jeehp.2015.12.46
Frick, L. J., Frick, J. L., Coffman, R. E., & Dey, S. (2011). Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model. American Journal of Pharmaceutical Education, 75 (4), 64
Gnjidic, D., da Costa, N., & Wheate, N. J. (2023). Potential factors that can affect the performance of undergraduate pharmacy research students: a descriptive study. BMC Medical Education, 23:32. https://doi.org/10.1186/s12909-023-04018-5
Hair, J. F., Risher, J. J., Sarstedt, M. & Ringle, C.M. (2019), "When to use and how to report the results of PLS-SEM". European Business Review. 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Hair, J., Anderson, R., Tatham, R., & Black W. (2006).Multivariate Data Analysis. New Jersey: Prentice Hall. (Accessed 1 January 2022)
Henseler J, Dijkstra, T. K. (2015). ADANCO. GmbH & Co. Kleve. Germany. Retrieved from http://www.compositemodeling.com. (Accessed 11 January 2022)
Henseler, J. (2020). Composite-based structural equation modeling; Analysing latent and emergent variables. Guilford Publications.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jegede, A. O., Adebiyi, H. A., & Erhun, W. O. (2020). Academic performance of students in other university courses after dropping out of pharmacy school. Pharmacy Education, 20, 346-356
Jegede, A. O., Adepiti, A. O., & Erhun, W. O. (2020). Perception of students about teaching and assessment in a Nigerian pharmacy school. The Nigerian Journal of Pharmacy, 54(2), 19-32
Jegede, A. O., Olabanji, K. T., & Arolagbade, T. (2024). Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria, Pharmacy Education, 24(1):238-247.
Kearney, M. (2017). Cross-lagged panel analysis. SAGE Encyclopedia of Communication Research Methods, 312-314.
Kearney, M. W. (2016). Cross Lagged Panel Analysis. In M. R. Allen (Ed.), The SAGE Encyclopedia of Communication Research Methods. Thousand Oaks, CA: Sage. (Accessed 5 December 2023)
Keshishian, F., & Brenton, B. P. (2015). Pharmacy students’ perceptions of their curriculum and profession: Implications for pharmacy education. Pharmacy Education, 11. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/304 (Accessed April 2024)
Kim, T-Y., & Kim, Y-K. (2016). A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students. The Journal of Asia TEFL, 13(2), 138-155. http://dx.doi.org/10.18823/asiatefl.2016.13.2.5.138
Kleijn, W., Ploeg, H., & Topman, R. (1994). Cognition, study habits, test anxiety, and academic performance. Psychology Rep, 75, 1219-1226.
Kline, R. (2016). Principles and practice of structural equation modeling. 6th Ed. Guilford Publications. (Accessed 15 July 2022)
Kock, N. (2017). WarpPLS User Manual: Version 6.0, Laredo, Texas; Script Warp Systems. 2017. (Accessed 10 April 2021)
Kock, N. (2023). Assessing multiple reciprocal relationships in PLS-SEM. Data Analysis Perspective Journal, 4(3), 1-8
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Education & Psychological Measurement, 30(3), 607-610
Liao, S. N., Shah, K., Griswold, W. G., & Porter, l. (2021). A Quantitative Analysis of Study Habits Among Lower- and High-Performing Students in CS1. In 26th ACM Conference on Innovation and Technology in Computer Science Education.. https://doi.org/10.1145/3430665.3456350 (Accessed 21 March 2024)
Liu, L., Caliph, S., Simpson, C., Khoo, R. Z., Neviles, G., Muthumuni, S., & Lyons, K.M. (2021). Pharmacy Student Challenges and Strategies Towards Initial COVID-19 Curriculum Changes. Healthcare, 9:1322. https//doi.org/10.3390/healthcare9101322
Marshall, L. L., Allison, A., Nykamp, D., & Lanke, S. (2008). Perceived stress and quality of life among doctor of pharmacy students. American Journal of Pharmaceutical Education, 72(6), 137
Mckeirnan, K. C., Colorati, K., Kim, A. P., Stewart, A. S., Remsberg, C. M., Vu, M., & Bray, B. S. (2020). Study behaviors associated with student pharmacists’ academic success in an active classroom pharmacy curriculum. American Journal of Pharmaceutical Education, 4;7. https://doi.org/10.5688/ajpe/7695
Morrow, D. L., & Congor, S. (2021). Assessing reciprocal relationships in PLS-SEM: An illustration based on a job crafting study. Data Analysis Perspective Journal, 2(1), 1-5.
Odiri, O. E. (2015). Relationship of study skills with mathematics achievement. Journal of Educational Psychology, 6(10), 168-170
Pan, X. (2021). Repeated Cross-Sectional Design. In: Gu, D., Dupre, M.E. (eds) Encyclopedia of Gerontology and Population Aging. Springer, Cham. https://doi.org/10.1007/978-3-030-22009-9_578
Petersen, A. M., Craig, M., Campbell, J., & Tafliovich A. Revisiting why students drop CS1. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research. 29(16), 71–80.
Rafferty, A., Walthery, P., & King-Hele, S. (2015). Analyzing change over time: repeated cross-sectional and longitudinal survey data. UK Data Service. University of Essex and University of Manchester. Available at https://www.ukdataservice.ac.uk/455362/changeovertime.pdf (Accessed July 2024)
Sansgiry, S. S., Bhosle, M., & Dutt, A. P. (2005). Predictors of test anxiety in doctor of pharmacy students: An empirical study. Pharmacy Education, 00(0):1–9
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance among pharmacy students. American Journal of Pharmaceutical Education, 70 (5), 104
Sariem, C. N., Fwangshak, F. D., Shalkur, D., & Adeniyi, M. A. (2014). Factors affecting academic performance of pharmacy students in the University of Jos, Nigeria. Journal of Pharmacy and Bioresources, 11(2), 85-92.
Smith, L., Saini, B., Krass, I., Chen, T., Bosnic-Anticevich, S., & Sainsbury, E. (2007). Pharmacy students’ approaches to learning in an Australian University. American Journal of Pharmaceutical Education, 71(6), 120. https//doi.org/10.5688/aj7106120.
Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2013). The effect of a short integrated study skills program for first-year medical students at risk of failure: a randomized controlled trial. Medical Teacher, 35(2), 120-126
Strang, K. D. (2015). The Palgrave Handbook of Research Design in Business and Management (Vol. 1, pp. 1–565). Palgrave Macmillan. https://doi.org/10.1057/9781137484956. 2015 (Accessed 13 February 2024)
University of Houston-Clear Lake. Study skills assessment questionnaire. Available from:http://prtl.uhcl.edu/portal/page/portal/COS/Self_Help_and_Handouts/Files_and_Documents/Study%20Skills%20Assessment.pdf. (Accessed 12 November 2023)
Williams, B., Brown, T., & Etherington, J. (2013). Learning style preferences of undergraduate pharmacy students. Currents in Pharmacy Teaching and Learning, 5(2), 110-119. https://doi.org/10.1016/j.cptl.2012.09.003
Xhomara, N. (2021). Individual study work and lecturer support as predictors of students’ academic success. International Journal of Knowledge and Learning. 13(3), 169-182
Yee, J. L., & Niemeier, D. (1996). Advantages and disadvantages: longitudinal vs. repeated cross-sectional surveys. Project Battelle, 94(16):7
Zimmerman, B. (2005). Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich, P. R., Zeidner, M, eds. Handbook of Self-Regulation. Burlington, M. A: Elsevier Academic Press. 2005 (Accessed 10 January 2024)
Aboagye, G. K., Amponsah, K. D., & Johnson, E. A. (2020). Analysis of study skills employed by Ghanaian high school science students. Cypriot Journal of Education Science, 15(4), 634-660
Alamer, A., & Lee, J.(2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 1–22. https://doi.org/10.1177/13621688211033694
Amie, J., Dirks-Naylor., Cook, C., & Nhean, P. (2019). Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students. Advances in Physiology Education, 43,259–265. https://doi.org/10.1152/advan.00184.2018.
Chinn, D., Sheard, J., Carbone, A., & Laakso, M-J. (2010). Study habits of students: What do they do outside the classroom? In Proceedings of the Twelfth Australasian Conference on Computing Education. 103, 53-62
Choi, A. N., Curran, G. M., Morris, E. J., Salem, A. M., Curry, B. D., Schwanda, K., & Flowers, S. K. (2019). Pharmacy Students’ Lived Experiences of Academic Difficulty and Tinto’s Theory of Student Departure. American Journal of Pharmaceutical Education, 83 (10), 7447.
Collier, J. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. Routledge. (Accessed 10 March, 2022)
Colthorpe, K., Ogiji, J., Ainscough, L., Zimbardi, K., & Anderson, S. (2019). Effect of metacognitive prompts on undergraduate pharmacy students’ self-regulated learning behavior. American Journal of Pharmaceutical Education. 83(4), 6646
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor loadings. Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(7), 1-9. https://doi.org/10.7275/jyi-4868.
Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychology Science, 3(6), 425–453.
D’Souza, B., & Broeseker, A. (2022). Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students. Currents in Pharmacy Teaching and Learning, 14(5), 561-571
Delphine, M., Sylvestre, N., Gabriel, N., & Wenceslas, N. (2022). A Psychometric Analysis of the Study Skills Questionnaire for University of Rwanda Undergraduate Students at National Police College. Creative Education. 13, 862-885. https://doi.org/10.4236/ce.2022.133057
Didarloo, A., & Khalkhali, H. R. (2014). Assessing study skills among university students: an Iranian survey. Journal of Education Evaluation for Health Professions. 11:8 http://dx.doi.org/10.3352/jeehp.2014.11.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press. (Accessed March 2024)
Erhun, W. O., Jegede, A. O., & Ojelabi, J. A. (2022). Implications of failure on students who have repeated a class in a faculty of pharmacy. Currents in Pharmacy Teaching and Learning, 14 (2), 166-172
Ezeala, C. C., & Siyanga, N. (2015). Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine. Journal of Education Evaluation for Health Profession, 12:46. http://dx.doi.org/10.3352/jeehp.2015.12.46
Frick, L. J., Frick, J. L., Coffman, R. E., & Dey, S. (2011). Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model. American Journal of Pharmaceutical Education, 75 (4), 64
Gnjidic, D., da Costa, N., & Wheate, N. J. (2023). Potential factors that can affect the performance of undergraduate pharmacy research students: a descriptive study. BMC Medical Education, 23:32. https://doi.org/10.1186/s12909-023-04018-5
Hair, J. F., Risher, J. J., Sarstedt, M. & Ringle, C.M. (2019), "When to use and how to report the results of PLS-SEM". European Business Review. 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Hair, J., Anderson, R., Tatham, R., & Black W. (2006).Multivariate Data Analysis. New Jersey: Prentice Hall. (Accessed 1 January 2022)
Henseler J, Dijkstra, T. K. (2015). ADANCO. GmbH & Co. Kleve. Germany. Retrieved from http://www.compositemodeling.com. (Accessed 11 January 2022)
Henseler, J. (2020). Composite-based structural equation modeling; Analysing latent and emergent variables. Guilford Publications.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jegede, A. O., Adebiyi, H. A., & Erhun, W. O. (2020). Academic performance of students in other university courses after dropping out of pharmacy school. Pharmacy Education, 20, 346-356
Jegede, A. O., Adepiti, A. O., & Erhun, W. O. (2020). Perception of students about teaching and assessment in a Nigerian pharmacy school. The Nigerian Journal of Pharmacy, 54(2), 19-32
Jegede, A. O., Olabanji, K. T., & Arolagbade, T. (2024). Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria, Pharmacy Education, 24(1):238-247.
Kearney, M. (2017). Cross-lagged panel analysis. SAGE Encyclopedia of Communication Research Methods, 312-314.
Kearney, M. W. (2016). Cross Lagged Panel Analysis. In M. R. Allen (Ed.), The SAGE Encyclopedia of Communication Research Methods. Thousand Oaks, CA: Sage. (Accessed 5 December 2023)
Keshishian, F., & Brenton, B. P. (2015). Pharmacy students’ perceptions of their curriculum and profession: Implications for pharmacy education. Pharmacy Education, 11. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/304 (Accessed April 2024)
Kim, T-Y., & Kim, Y-K. (2016). A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students. The Journal of Asia TEFL, 13(2), 138-155. http://dx.doi.org/10.18823/asiatefl.2016.13.2.5.138
Kleijn, W., Ploeg, H., & Topman, R. (1994). Cognition, study habits, test anxiety, and academic performance. Psychology Rep, 75, 1219-1226.
Kline, R. (2016). Principles and practice of structural equation modeling. 6th Ed. Guilford Publications. (Accessed 15 July 2022)
Kock, N. (2017). WarpPLS User Manual: Version 6.0, Laredo, Texas; Script Warp Systems. 2017. (Accessed 10 April 2021)
Kock, N. (2023). Assessing multiple reciprocal relationships in PLS-SEM. Data Analysis Perspective Journal, 4(3), 1-8
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Education & Psychological Measurement, 30(3), 607-610
Liao, S. N., Shah, K., Griswold, W. G., & Porter, l. (2021). A Quantitative Analysis of Study Habits Among Lower- and High-Performing Students in CS1. In 26th ACM Conference on Innovation and Technology in Computer Science Education.. https://doi.org/10.1145/3430665.3456350 (Accessed 21 March 2024)
Liu, L., Caliph, S., Simpson, C., Khoo, R. Z., Neviles, G., Muthumuni, S., & Lyons, K.M. (2021). Pharmacy Student Challenges and Strategies Towards Initial COVID-19 Curriculum Changes. Healthcare, 9:1322. https//doi.org/10.3390/healthcare9101322
Marshall, L. L., Allison, A., Nykamp, D., & Lanke, S. (2008). Perceived stress and quality of life among doctor of pharmacy students. American Journal of Pharmaceutical Education, 72(6), 137
Mckeirnan, K. C., Colorati, K., Kim, A. P., Stewart, A. S., Remsberg, C. M., Vu, M., & Bray, B. S. (2020). Study behaviors associated with student pharmacists’ academic success in an active classroom pharmacy curriculum. American Journal of Pharmaceutical Education, 4;7. https://doi.org/10.5688/ajpe/7695
Morrow, D. L., & Congor, S. (2021). Assessing reciprocal relationships in PLS-SEM: An illustration based on a job crafting study. Data Analysis Perspective Journal, 2(1), 1-5.
Odiri, O. E. (2015). Relationship of study skills with mathematics achievement. Journal of Educational Psychology, 6(10), 168-170
Pan, X. (2021). Repeated Cross-Sectional Design. In: Gu, D., Dupre, M.E. (eds) Encyclopedia of Gerontology and Population Aging. Springer, Cham. https://doi.org/10.1007/978-3-030-22009-9_578
Petersen, A. M., Craig, M., Campbell, J., & Tafliovich A. Revisiting why students drop CS1. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research. 29(16), 71–80.
Rafferty, A., Walthery, P., & King-Hele, S. (2015). Analyzing change over time: repeated cross-sectional and longitudinal survey data. UK Data Service. University of Essex and University of Manchester. Available at https://www.ukdataservice.ac.uk/455362/changeovertime.pdf (Accessed July 2024)
Sansgiry, S. S., Bhosle, M., & Dutt, A. P. (2005). Predictors of test anxiety in doctor of pharmacy students: An empirical study. Pharmacy Education, 00(0):1–9
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance among pharmacy students. American Journal of Pharmaceutical Education, 70 (5), 104
Sariem, C. N., Fwangshak, F. D., Shalkur, D., & Adeniyi, M. A. (2014). Factors affecting academic performance of pharmacy students in the University of Jos, Nigeria. Journal of Pharmacy and Bioresources, 11(2), 85-92.
Smith, L., Saini, B., Krass, I., Chen, T., Bosnic-Anticevich, S., & Sainsbury, E. (2007). Pharmacy students’ approaches to learning in an Australian University. American Journal of Pharmaceutical Education, 71(6), 120. https//doi.org/10.5688/aj7106120.
Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. (2013). The effect of a short integrated study skills program for first-year medical students at risk of failure: a randomized controlled trial. Medical Teacher, 35(2), 120-126
Strang, K. D. (2015). The Palgrave Handbook of Research Design in Business and Management (Vol. 1, pp. 1–565). Palgrave Macmillan. https://doi.org/10.1057/9781137484956. 2015 (Accessed 13 February 2024)
University of Houston-Clear Lake. Study skills assessment questionnaire. Available from:http://prtl.uhcl.edu/portal/page/portal/COS/Self_Help_and_Handouts/Files_and_Documents/Study%20Skills%20Assessment.pdf. (Accessed 12 November 2023)
Williams, B., Brown, T., & Etherington, J. (2013). Learning style preferences of undergraduate pharmacy students. Currents in Pharmacy Teaching and Learning, 5(2), 110-119. https://doi.org/10.1016/j.cptl.2012.09.003
Xhomara, N. (2021). Individual study work and lecturer support as predictors of students’ academic success. International Journal of Knowledge and Learning. 13(3), 169-182
Yee, J. L., & Niemeier, D. (1996). Advantages and disadvantages: longitudinal vs. repeated cross-sectional surveys. Project Battelle, 94(16):7
Zimmerman, B. (2005). Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich, P. R., Zeidner, M, eds. Handbook of Self-Regulation. Burlington, M. A: Elsevier Academic Press. 2005 (Accessed 10 January 2024)
