Abrahamson, D., & Kapur, M. (2018). Reinventing discovery learning: a field-wide research program. Instructional Science, 46(1), 1-10.
Baykul, Y., Gürsel, M., Sulak, H., Ertekin, E., Yazıcı, E., Dülger, O., Aslan, Y., & Büyükkarcı, K. (2010). A validity and reliability study of Grasha- Riechmann student learning style scale. World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, 4(3), 323-330.
Berkowitz, R. (2020). School matters: The contribution of positive school climate to equal educational opportunities among ethnocultural minority students. Youth & Society. 2020, 1-25.
Cabual, R.A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 8, 1-14.
Cheng, F.-F., Chiu, C.-C., Wu, C.-S., & Tsaih, D.-C. (2017). The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system. Library Hi Tech, 35(4), 473-489.
Collie, R. J., Martin, A. J., Malmberg, L.-E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130.
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia - Social and Behavioral Sciences, 197, 98-103.
Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), 100017.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic buoyancy and perception of family communication patterns and structure of class: the mediatory role of self-efficacy dimensions. Educational Psychology, 10(32), 1-30.
Diperna, J. C. (2006). Academic enablers and student achievement: implications for assessment and intervention services in the schools. Psychology in the Schools, 43(1), 7-17.
Dortaj, F., & Allahkarami, A. (2020). The impact of using the reverse learning approach on educational goals and lifelong learning. Iranian Journal of Learning and Memory, 3(9), 41-51.
Druckman, D., & Ebner, N. (2017). Discovery learning in management education: design and case analysis. Journal of Management Education, 42(3), 347-374.
Duijn, M., Rosenstiel, I. V., Schats, W., Smallenbroek, C., & Dahmen, R. (2011). Vitality and health: A lifestyle programme for employees. European Journal of Integrative Medicine, 3, 97-110.
Farhang, R., Zamani Ahari, U., Ghasemi, S., & Kamran, A. (2020). The relationship between learning styles and career decision-making self-efficacy among medicine and dentistry students of Ardabil university of medical sciences. Education Research International, 2020, 6662634.
Ford, J. H., Robinson, J. M., & Wise, M. E. (2016). Adaptation of the Grasha Riechman student learning style survey and teaching style inventory to assess individual teaching and learning styles in a quality improvement collaborative. BMC Medical Education, 16(1), 252.
Freidenfelt Liljeberg, J., Eklund, J. M., Fritz, M. V., & af Klinteberg, B. (2011). Poor school bonding and delinquency over time: Bidirectional effects and sex differences. Journal of Adolescence, 34(1), 1-9.
Gokalp, M. (2013). The effect of students’ learning styles to their academic success. Creative Education, 4, 627-632.
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning-related expectations and behaviors in primary school. British Journal of Educational Psychology, 90(4), 948-963.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in Turkish physiotherapy students. BMC Medical Education, 18(1), 291.
Jena, R. K. (2018). Predicting students’ learning style using learning analytics: a case study of business management students from India. Behaviour & Information Technology, 37(10-11), 978-992.
Kareshki, H., Ghalbash, S., & Tatari, Y. (2016). Role of perception of the constructivist learning environments on students' achievement goals. New Educational Approaches, 11(1), 1-20.
Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35(6), 641-680.
Lethaby, C., & Mayne, R. (2020). A critical examination of perceptual learning styles in English language teaching. International Review of Applied Linguistics in Language Teaching, 58(2), 221-237.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Martin, A. J., & Marsh, H. W. (2019). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4), 301-312.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? The British Journal of Educational Psychology, 80(3), 473-496.
Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.
Papadatou-Pastou, M., Gritzali, M., & Barrable, A. (2018). The learning styles educational neuromyth: lack of agreement between teachers' judgments, self-assessment, and students' intelligence. Frontiers in Education, 3, 105.
Pourjamshidi, M. (2016). The study of the interaction preferences power of the students of web-based instruction courses learning styles. Educational Psychology, 12(39), 175-197.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress, and Coping, 25(3), 349-358.
Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. The British Journal of Educational Psychology, 85(3), 247-263.
Ramdhani, M. R., Usodo, B., & Subanti, S. (2017). Discovery learning with scientific approach on geometry. Journal of Physics: Conference Series, 895, 012033.
Rezaei Sharif, A., Hejazi, E., Gazi Tabatabaei, M., & Ejei, J. (2014). Developing and preparation of school bonding questionnaire (SBQ) in students. Journal of School Psychology, 3(1), 55-67.
Rovis, D., Bezinovic, P., & Basic, J. (2015). Interactions of school bonding, disturbed family relationships, and risk behaviors among adolescents. The Journal of School Health, 85(10), 671-679.
Samifard, A., Abaspour, A., & Saeidabadi, M. (2018). Investigating the factors contributing to professional learning community in e-learning environment; using content analysis method. Iranian Journal of Learning and Memory, 1(3), 23-30.
Schlaffer, J., & Burge, G. (2020). The asymmetric effects of school facilities on academic achievement: Evidence from Texas bond votes. The Social Science Journal, 1-19.
Shin, H., & Ryan, A. M. (2014). Friendship networks and achievement goals: An examination of selection and influence processes and variations by gender. Journal of Youth and Adolescence, 43(9), 1453-1464.
Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educational Psychology Review, 29(2), 269-299.
Wang, Y., Tian, L., & Scott Huebner, E. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139.