S.F.E. Rovers

Hui, L., Rovers, S. F. E., van Merrienboer, J. J. G., Donkers, J., & de Bruin, A. B. H. (2025). Self-regulation of Flow: Creating "Seemingly Effortless" Learning Among Higher Education Students. International Journal of Educational Research, 131, Article 102573. https://doi.org/10.1016/j.ijer.2025.102573

Endres, T., Leber, J., Bottger, C., Rovers, S., & Renkl, A. (2021). Improving Lifelong Learning by Fostering Students' Learning Strategies at University. Psychology Learning and Teaching, 20(1), 144-160. Article 1475725720952025. https://doi.org/10.1177/1475725720952025

Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2020). Corrigendum: How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users. Frontiers in Psychology, 11, Article 261. https://doi.org/10.3389/fpsyg.2020.00261

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1-19. https://doi.org/10.1007/s11409-019-09188-6

Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2018). How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users. Frontiers in Psychology, 9(DEC), Article 2501. https://doi.org/10.3389/fpsyg.2018.02501

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., & van Merrienboer, J. J. G. (2018). Improving student expectations of learning in a problem-based environment. Computers in Human Behavior, 87, 416-423. https://doi.org/10.1016/j.chb.2018.02.016