Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2020). Corrigendum: How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users. Frontiers in Psychology, 11, Article 261. https://doi.org/10.3389/fpsyg.2020.00261
Rovers, S. F. E. (2020). Growing knowledge: supporting students’ self-regulation in problem-based learning. [Doctoral Thesis, Maastricht University]. Maastricht University. https://doi.org/10.26481/dis.20200916sr
Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merrienboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1-19. https://doi.org/10.1007/s11409-019-09188-6
Rovers, S. F. E., Stalmeijer, R. E., van Merrienboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2018). How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users. Frontiers in Psychology, 9, Article 2501. https://doi.org/10.3389/fpsyg.2018.02501
Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., & van Merrienboer, J. J. G. (2018). Improving student expectations of learning in a problem-based environment. Computers in Human Behavior, 87, 416-423. https://doi.org/10.1016/j.chb.2018.02.016