| The relevance of prior knowledge in learning and instructional design T Hailikari, N Katajavuori, S Lindblom-Ylanne American journal of pharmaceutical education 72 (5), 2008 | 454 | 2008 |
| Academic self‐beliefs and prior knowledge as predictors of student achievement in Mathematics: A structural model T Hailikari, A Nevgi, E Komulainen Educational psychology 28 (1), 59-71, 2008 | 248 | 2008 |
| Exploring alternative ways of assessing prior knowledge, its components and their relation to student achievement: A mathematics based case study T Hailikari, A Nevgi, S Lindblom-Ylänne Studies in educational evaluation 33 (3-4), 320-337, 2007 | 184 | 2007 |
| The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university L Postareff, M Mattsson, S Lindblom-Ylänne, T Hailikari Higher education 73, 441-457, 2017 | 179 | 2017 |
| The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement H Asikainen, T Hailikari, M Mattsson Journal of further and Higher Education 42 (4), 439-453, 2018 | 122 | 2018 |
| Assessing university students' prior knowledge: Implications for theory and practice T Hailikari | 102 | 2010 |
| How to diagnose at‐risk students in chemistry: The case of prior knowledge assessment TK Hailikari, A Nevgi International Journal of Science Education 32 (15), 2079-2095, 2010 | 99 | 2010 |
| Student perspectives on how different elements of constructive alignment support active learning T Hailikari, V Virtanen, M Vesalainen, L Postareff Active Learning in Higher Education 23 (3), 217-231, 2022 | 89 | 2022 |
| What impedes or enhances my studying? The interrelation between approaches to learning, factors influencing study progress and earned credits TK Hailikari, A Parpala Teaching in Higher Education 19 (7), 812-824, 2014 | 89 | 2014 |
| Understanding procrastination: A case of a study skills course T Hailikari, N Katajavuori, H Asikainen Social Psychology of Education 24 (2), 589-606, 2021 | 85 | 2021 |
| Students’ experiences of the factors affecting their study progress: Differences in study profiles T Hailikari, T Tuononen, A Parpala Journal of Further and higher Education 42 (1), 1-12, 2018 | 63 | 2018 |
| Academic procrastinators, strategic delayers and something betwixt and between: an interview study. S Lindblom-Ylänne, E Saariaho, M Inkinen, A Haarala-Muhonen, ... Frontline Learning Research 3 (2), 47-62, 2015 | 47 | 2015 |
| Systematic review of learning generic skills in higher education—Enhancing and impeding factors T Tuononen, H Hyytinen, K Kleemola, T Hailikari, I Männikkö, A Toom Frontiers in education 7, 885917, 2022 | 45 | 2022 |
| Millainen arviointi tukee elinikäistä oppimista V Virtanen, L Postareff, T Hailikari Yliopistopedagogiikka 22 (1), 3-11, 2015 | 44 | 2015 |
| Exploration of individual study paths of successful first-year students: an interview study S Lindblom-Ylänne, A Haarala-Muhonen, L Postareff, T Hailikari European Journal of Psychology of Education 32, 687-701, 2017 | 29 | 2017 |
| Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience. T Hailikari, R Kordts-Freudinger, L Postareff International Journal of Higher Education 5 (3), 79-90, 2016 | 24 | 2016 |
| Detecting the variability in student learning in different disciplines—a person-oriented approach A Parpala, M Mattsson, KJ Herrmann, A Bager-Elsborg, T Hailikari Scandinavian Journal of Educational Research 66 (6), 1020-1037, 2022 | 22 | 2022 |
| Metacognitive awareness in relation to university students’ learning profiles T Tuononen, H Hyytinen, M Räisänen, T Hailikari, A Parpala Metacognition and Learning 18 (1), 37-54, 2023 | 20 | 2023 |
| Oppimisen arvioinnin teoriaa ja käytäntöä S Lindblom-Ylänne, A Nevgi, T Hailikari, M Wager Yliopisto-opettajan käsikirja, 156-191, 2009 | 20 | 2009 |
| Using individual study profiles of first-year students in two different disciplines to predict graduation time T Hailikari, R Sund, A Haarala-Muhonen, S Lindblom-Ylänne Studies in Higher Education 45 (12), 2604-2618, 2020 | 18 | 2020 |
Sari Lindblom-YlänneFull Professor, University of Helsinki在 helsinki.fi 的电子邮件经过验证
