Simone Volet
Simone Volet
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Culturally mixed groups on international campuses: An opportunity for inter‐cultural learning
SE Volet, G Ang
Higher education research & development 17 (1), 5-23, 1998
Teacher–student relationship at university: an important yet under-researched field
G Hagenauer, SE Volet
Oxford review of education 40 (3), 370-388, 2014
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
G Hagenauer, T Hascher, SE Volet
European journal of psychology of education 30, 385-403, 2015
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
S Volet, M Summers, J Thurman
Learning and Instruction 19 (2), 128-143, 2009
Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes
S Järvelä, S Volet, H Järvenoja
Educational psychologist 45 (1), 15-27, 2010
Common misconceptions about students from South‐East Asia studying in Australia
D Chalmers, S Volet
Higher Education Research & Development 16 (1), 87-99, 1997
Self-and social regulation in learning contexts: An integrative perspective
S Volet, M Vauras, P Salonen
Educational psychologist 44 (4), 215-226, 2009
Students’ attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non‐diverse groups
M Summers, S Volet
Studies in higher education 33 (4), 357-370, 2008
Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning
SE Volet
Learning and instruction 1 (4), 319-336, 1991
Motivation in learning contexts: Theoretical advances and methodological implications.
SE Volet, SE Järvelä
Pergamon Press, 2001
Learning across cultures: appropriateness of knowledge transfer
S Volet
International Journal of Educational Research 31 (7), 625-643, 1999
Chinese students at an Australian university: Adaptability and continuity
SE Volet, PD Renshaw
The Chinese learner: Cultural, psychological and contextual influences, 205-220, 1996
Teachers' emotions and emotion regulation strategies: Self-and students' perceptions
J Jiang, M Vauras, S Volet, Y Wang
Teaching and teacher education 54, 22-31, 2016
A short‐term longitudinal investigation of cross‐cultural differences in study approaches using Biggs' SPQ questionnaire
SE Volet, PD Renshaw, K Tietzel
British Journal of Educational Psychology 64 (2), 301-318, 1994
University students’ perceptions of and attitudes towards culturally diverse group work: Does context matter?
K Kimmel, S Volet
Journal of Studies in International Education 16 (2), 157-181, 2012
‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
G Hagenauer, S Volet
Research papers in education 29 (2), 240-262, 2014
Origin, direction and impact of emotions in social online learning
M Wosnitza, S Volet
Learning and instruction 15 (5), 449-464, 2005
Fostering social cohesion in universities: Bridging the cultural divide
D Smart, S Volet, G Ang
Australian International Education, 2000
Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals
S Volet, C Mansfield
Higher Education Research & Development 25 (4), 341-356, 2006
Cognitive and affective variables in academic learning: The significance of direction and effort in students' goals
SE Volet
Learning and instruction 7 (3), 235-254, 1997
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