| Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview. O Alrashidi, H Phan English Language Teaching 8 (5), 33-44, 2015 | 374 | 2015 |
| Academic engagement: an overview of its definitions, dimensions, and major conceptualisations. O Alrashidi, HP Phan, BH Ngu International Education Studies 9 (12), 41-52, 2016 | 330 | 2016 |
| Critical thinking as a self-regulatory process component in teaching and learning HP Phan Psicothema, 284-292, 2010 | 230 | 2010 |
| Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations HP Phan Educational Psychology 29 (3), 297-313, 2009 | 228 | 2009 |
| Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study HP Phan British journal of educational psychology 78 (1), 75-93, 2008 | 221 | 2008 |
| Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis HP Phan Educational Psychology 29 (7), 777-799, 2009 | 205 | 2009 |
| Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established HP Phan British Journal of Educational Psychology 79 (1), 155-173, 2009 | 183 | 2009 |
| Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis HP Phan Educational Psychology 30 (3), 297-322, 2010 | 181 | 2010 |
| An examination of reflective thinking, learning approaches, and self‐efficacy beliefs at the University of the South Pacific: A path analysis approach HP Phan Educational Psychology 27 (6), 789-806, 2007 | 179 | 2007 |
| Relations between informational sources, self-efficacy and academic achievement: A developmental approach HP Phan Educational Psychology 32 (1), 81-105, 2012 | 160 | 2012 |
| Examination of student learning approaches, reflective thinking, and epistemological believes: A latent variables approach. HP Phan Universidad de Almería, 2006 | 160 | 2006 |
| Interrelations between self‐efficacy and learning approaches: a developmental approach HP Phan Educational Psychology 31 (2), 225-246, 2011 | 126 | 2011 |
| The development of English and mathematics self-efficacy: A latent growth curve analysis HP Phan The Journal of Educational Research 105 (3), 196-209, 2012 | 113 | 2012 |
| Sources of self-efficacy in academic contexts: A longitudinal perspective. HP Phan, BH Ngu School Psychology Quarterly 31 (4), 548, 2016 | 105 | 2016 |
| Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning HP Phan Electronic Journal of Research in Educational Psychology 6 (1), 157-184, 2008 | 103 | 2008 |
| The revised learning process questionnaire: A validation of a Western model of students' study approaches to the South Pacific context using confirmatory factor analysis HP Phan, B Deo British Journal of Educational Psychology 77 (3), 719-739, 2007 | 102 | 2007 |
| Unifying different theories of learning: Theoretical framework and empirical evidence HP Phan Educational Psychology 28 (3), 325-340, 2008 | 100 | 2008 |
| Self-efficacy, reflection, and achievement: A short-term longitudinal examination HP Phan The Journal of Educational Research 107 (2), 90-102, 2014 | 87 | 2014 |
| Achievement goals, the classroom environment, and reflective thinking: A conceptual framework HP Phan Universidad de Almería, 2008 | 76 | 2008 |
| Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses HP Phan The Journal of Educational Research 104 (4), 283-294, 2011 | 73 | 2011 |
Bing NguThe University of New EnglandVerified email at une.edu.au
