|
interprofessional education |
69 |
|
social interaction anxiety |
40 |
|
partnership model |
28 |
|
construct validation |
17 |
|
adult learning principles |
16 |
|
collaborative practice |
16 |
|
evaluation |
16 |
|
construct validity |
9 |
|
validation |
9 |
|
confirmatory factor analysis |
8 |
|
self-determination theory |
7 |
|
medical education |
6 |
|
personal investment theory |
6 |
|
scale application |
6 |
|
achievement |
5 |
|
achievement goals |
5 |
|
collective efficacy |
5 |
|
interprofessional attitudes |
5 |
|
motivation |
5 |
|
online interprofessional education |
5 |
|
co-regulation |
4 |
|
cognitive congruence |
4 |
|
community of inquiry |
4 |
|
gender differences |
4 |
|
health professions students |
4 |
|
path analysis |
4 |
|
peer teaching |
4 |
|
philippines |
4 |
|
self-regulation |
4 |
|
sense of self |
4 |
|
social congruence |
4 |
|
student facilitator |
4 |
|
teacher commitment |
4 |
|
team cohesiveness |
4 |
|
team collaboration |
4 |
|
academic emotions |
3 |
|
blended learning |
3 |
|
engagement |
3 |
|
ethnography |
3 |
|
filipino students |
3 |
|
group dynamics |
3 |
|
person-centered approach |
3 |
|
psychological well-being |
3 |
|
sociomaterialty |
3 |
|
academic achievement |
2 |
|
academic delay of gratification |
2 |
|
academic engagement |
2 |
|
academic motivation |
2 |
|
achievement gap |
2 |
|
achievement goal orientation |
2 |
|
adolescents |
2 |
|
between-network-construct validity |
2 |
|
bilingual |
2 |
|
bilinguals |
2 |
|
broaden-and-build theory |
2 |
|
causal dominance analysis |
2 |
|
cfa |
2 |
|
cognitive strategies |
2 |
|
communication |
2 |
|
computer-supported instruction |
2 |
|
cross-cultural comparisons |
2 |
|
cross-cultural motivation |
2 |
|
cross-cultural validation |
2 |
|
delay of gratification |
2 |
|
disaffection |
2 |
|
educative psychology |
2 |
|
ethnic differences |
2 |
|
facilitating conditions questionnaire |
2 |
|
family obligation |
2 |
|
filipino |
2 |
|
hong kong |
2 |
|
hong kong chinese students |
2 |
|
hong kong teachers |
2 |
|
interdisciplinary |
2 |
|
interprofessional |
2 |
|
interprofessional collaboration |
2 |
|
interprofessional team-based learning |
2 |
|
invariance |
2 |
|
inventory of school motivation |
2 |
|
measurement invariance |
2 |
|
mediational analysis |
2 |
|
medium of instruction |
2 |
|
metacognitive strategies |
2 |
|
nursing education |
2 |
|
parent support |
2 |
|
patient care |
2 |
|
peer support |
2 |
|
positive affect |
2 |
|
positive emotions |
2 |
|
private school |
2 |
|
professional roles |
2 |
|
public school |
2 |
|
quantitative research |
2 |
|
reflection |
2 |
|
relational-interdependent self-construal |
2 |
|
religious schools |
2 |
|
ripls |
2 |
|
school engagement |
2 |
|
school motivation |
2 |
|
secondary education |
2 |
|
secondary school |
2 |
|
social goals |
2 |
|
social relationships |
2 |
|
social support |
2 |
|
student motivation |
2 |
|
teacher support |
2 |
|
teachers |
2 |
|
team experience |
2 |
|
team-based learning |
2 |
|
translation |
2 |
|
turnover intentions |
2 |
|
validity |
2 |
|
within-network-construct validity |
2 |
|
work avoidance |
2 |
|
adaptation |
1 |
|
biliteracy |
1 |
|
chinese learners |
1 |
|
chinese reading |
1 |
|
chinese students |
1 |
|
cluster analysis |
1 |
|
collaboration |
1 |
|
dialogic reading |
1 |
|
english reading |
1 |
|
job performance |
1 |
|
latent profile analyses |
1 |
|
mainland chinese students |
1 |
|
motivation to study |
1 |
|
occupational commitment |
1 |
|
organizational commitment |
1 |
|
parent–child relationship |
1 |
|
parent–child relationships |
1 |
|
person-centered |
1 |
|
person-centred analysis |
1 |
|
phonological awareness |
1 |
|
positive psychological capital |
1 |
|
psychological well-being at work |
1 |
|
self-concept |
1 |
|
turnover |
1 |
|
well-being |
1 |
|
within- and between-network construct validity |
1 |
