List of References

Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), 1438-1443. https://doi.org/10.1021/ed100409p

Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2020). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Journal of Educational Psychology, 112(6), 1061-1076. https://doi.org/10.1037/edu0000421

Healy, A. F., Clawson, D. M., McNamara, D. S., Marmie, W. R., Schneider, V. I., Rickard, T. C., Crutcher, R. J., King, C. L., Ericsson, K. A., & Bourne, L. E. Jr. (1998). The long-term retention of knowledge and skills. Psychological Science, 9(1), 25-32. https://doi.org/10.1111/1467-9280.00006

Keller, A. S., Davidesco, I., & Tanner, K. D. (2021). Attention matters: How orchestrating attention may relate to classroom learning. CBE—Life Sciences Education, 20(2), ar22. https://doi.org/10.1187/cbe.20-10-0242

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. Journal of Higher Education, 91(3), 322-340. https://doi.org/10.1080/00221546.2019.1650140