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1
The effect of implicit racial bias on recognition of other-race faces
The effect of implicit racial bias on recognition of other-race faces
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The effect of implicit racial bias on recognition of other-race faces

Cognitive research: principles and implications, 2021-10, Vol.6 (1), p.67-67, Article 67 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-021-00337-7 ;PMID: 34716834

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2
Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China
Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China
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Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China

SAGE open, 2022-01, Vol.12 (1), p.215824402210852 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440221085259

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3
Replicating Analyses of Item Response Curves Using Data from the Force and Motion Conceptual Evaluation
Replicating Analyses of Item Response Curves Using Data from the Force and Motion Conceptual Evaluation
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Replicating Analyses of Item Response Curves Using Data from the Force and Motion Conceptual Evaluation

Physical review. Physics education research, 2021-10, Vol.17 (2), p.020127, Article 020127 [Peer Reviewed Journal]

2021. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.17.020127

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4
The Effect of Computer Game-Based Learning on FL Vocabulary Transferability
The Effect of Computer Game-Based Learning on FL Vocabulary Transferability
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The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.123-133 [Peer Reviewed Journal]

COPYRIGHT 2017 International Forum of Educational Technology & Society ;COPYRIGHT 2017 International Forum of Educational Technology & Society ;2017. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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5
Developing an Item Bank of Computerized Adaptive Testing for Eating Disorders in Chinese University Students
Developing an Item Bank of Computerized Adaptive Testing for Eating Disorders in Chinese University Students
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Developing an Item Bank of Computerized Adaptive Testing for Eating Disorders in Chinese University Students

SAGE open, 2022-12, Vol.12 (4), p.215824402211412 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440221141273

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6
Use of Item Response Curves of the Force and Motion Conceptual Evaluation to Compare Japanese and American Students' Views on Force and Motion
Use of Item Response Curves of the Force and Motion Conceptual Evaluation to Compare Japanese and American Students' Views on Force and Motion
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Use of Item Response Curves of the Force and Motion Conceptual Evaluation to Compare Japanese and American Students' Views on Force and Motion

Physical review. Physics education research, 2017-11, Vol.13 (2), p.020135, Article 020135 [Peer Reviewed Journal]

2017. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.13.020135

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7
Pull factors in choosing a higher education study abroad destination after the massive global immobility: A re-examination from Chinese perspectives
Pull factors in choosing a higher education study abroad destination after the massive global immobility: A re-examination from Chinese perspectives
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Pull factors in choosing a higher education study abroad destination after the massive global immobility: A re-examination from Chinese perspectives

Cogent education, 2023-12, Vol.10 (1) [Peer Reviewed Journal]

2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2023 ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2023.2199625

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8
Incorporating meaningful gamification in a blended learning research methods class : Examining student learning, engagement, and affective outcomes
Incorporating meaningful gamification in a blended learning research methods class : Examining student learning, engagement, and affective outcomes
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Incorporating meaningful gamification in a blended learning research methods class : Examining student learning, engagement, and affective outcomes

Australasian Journal of Educational Technology, 2016-01, Vol.32 (5), p.19-34 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.2232

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9
Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students
Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students
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Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

SAGE open, 2022-10, Vol.12 (4), p.215824402211346 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440221134609

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10
The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment
The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment
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The Effects of Positive and Negative Mood on Cognition and Motivation in Multimedia Learning Environment

Educational technology & society, 2016-04, Vol.19 (2), p.104-115 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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11
A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study
A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study
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A Probe Into Chinese Doctoral Students’ Researcher Identity: A Volunteer-Employed Photography Study

SAGE open, 2021-07, Vol.11 (3), p.215824402110321 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211032151

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12
The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students
The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students
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The influence of in-groups and out-groups on the theory-of-mind processing: evidence from different ethnic college students

Cognitive research: principles and implications, 2023-01, Vol.8 (1), p.5-5, Article 5 [Peer Reviewed Journal]

The Author(s) 2023 ;2023. The Author(s). ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-023-00461-6 ;PMID: 36690778

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13
Deep or surface learning? Perceptions of Chinese international and local students in Australian universities
Deep or surface learning? Perceptions of Chinese international and local students in Australian universities
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Deep or surface learning? Perceptions of Chinese international and local students in Australian universities

Issues in educational research, 2022-03, Vol.32 (1), p.149-181 [Peer Reviewed Journal]

2022. This work is licensed under http://creativecommons.org/licenses/by-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1837-6290 ;ISSN: 0313-7155 ;EISSN: 1837-6290

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14
Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment
Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment
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Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment

Smart learning environments, 2022-01, Vol.9 (1), p.1-27, Article 5 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7091 ;EISSN: 2196-7091 ;DOI: 10.1186/s40561-022-00187-w

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15
How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative
How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative
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How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative

SAGE open, 2021-07, Vol.11 (3), p.215824402110312 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211031211

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16
Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies
Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies
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Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies

Language Testing in Asia, 2022-12, Vol.12 (1), p.1-17, Article 62 [Peer Reviewed Journal]

The Author(s) 2022. corrected publication 2023 ;ISSN: 2229-0443 ;EISSN: 2229-0443 ;DOI: 10.1186/s40468-022-00212-2

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17
Revisiting the Past: Human Rights Education and Epistemic Justice
Revisiting the Past: Human Rights Education and Epistemic Justice
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Revisiting the Past: Human Rights Education and Epistemic Justice

Human Rights Education Review, 2021, Vol.4 (3), p.5-23 [Peer Reviewed Journal]

ISSN: 2535-5406 ;EISSN: 2535-5406 ;DOI: 10.7577/hrer.4486

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18
Self-protecting motivation, indexed by self-threat, modifies retrieval-induced-forgetting and confidence in employment decision bias against out-group targets
Self-protecting motivation, indexed by self-threat, modifies retrieval-induced-forgetting and confidence in employment decision bias against out-group targets
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Self-protecting motivation, indexed by self-threat, modifies retrieval-induced-forgetting and confidence in employment decision bias against out-group targets

Cognitive research: principles and implications, 2021-12, Vol.6 (1), p.77-77, Article 77 [Peer Reviewed Journal]

The Author(s) 2021 ;2021. The Author(s). ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2365-7464 ;EISSN: 2365-7464 ;DOI: 10.1186/s41235-021-00334-w ;PMID: 34894308

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19
Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study
Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study
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Transitioning beliefs in teachers of Chinese as a foreign language: An Australian case study

Cogent education, 2015-12, Vol.2 (1), p.1024960 [Peer Reviewed Journal]

2015 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license 2015 ;2015 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2015.1024960

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20
Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning
Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning
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Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning

Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.13-24 [Peer Reviewed Journal]

COPYRIGHT 2017 International Forum of Educational Technology & Society ;COPYRIGHT 2017 International Forum of Educational Technology & Society ;2017. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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