Reference health
What is the Effect of GPA on Courses Taken Either Face-to-Face or Online by Undergraduate Working Adult Students?
5 of 64 checkable references need attention · checked 2026-08-29
At the dated check, the references listed below either did not resolve in Crossref or DataCite, or carried a retraction notice. Each one is shown with the registry record that put it there.
44 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
References needing attention
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does not resolve to a known work10.1037//0022-0663.89.3.433
does not resolve to a known work10.1037//0022-0663.92.1.137
does not resolve to a known work10.2307/1163261
The 59 checked references that resolve
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Post Information Age Positioning for Special Librarians: Is Knowledge Management the Answer?
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Understanding Changes in Belief and Attitude Toward Information Tech Nology Usage: A Theoretical Model and Longitudinal Test1
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Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs
resolves10.3102/00028312042004697
Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles
resolves10.1348/000709904x22683
Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
resolves10.1007/bf01173406
Effects of envisioning future activities on self-efficacy judgments and motivation: An availability heuristic interpretation
resolves10.1016/j.lindif.2003.08.003
Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students
resolves10.2190/e9jj-q2gg-9rhn-n588
Predicting the Academic Success of Adults from Diverse Populations
resolves10.1109/tem.2003.822468
Toward Preprototype User Acceptance Testing of New Information Systems: Implications for Software Project Management
resolves10.1002/j.2168-9830.2004.tb00797.x
Foundational Aspects of Student‐Controlled Learning: A Paradigm for Design, Development, and Assessment Appropriate for Web‐Based Instruction
resolves10.3928/01484834-20050901-02
Being a Supportive Presence in Online Courses: Attending to Students' Online Presence with Each Other
resolves10.3886/icpsr08290
Higher Education General Information Survey (HEGIS) XVII: Financial Statistics of Institutions of Higher Education for Fiscal Year Ending 1982
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Internet Self-Efficacy and the Psychology of the Digital Divide
resolves10.1016/1041-6080(93)90006-e
Sex and ability differences in children's math self-efficacy and prediction accuracy
resolves10.2190/urjj-hxha-ja08-5lvl
Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes
resolves10.3200/jach.56.6.706-715
Time Diary and Questionnaire Assessment of Factors Associated With Academic and Personal Success Among University Undergraduates
resolves10.2307/749515
An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence
resolves10.1080/87567550109595855
Elements of Effective E-Learning: Three Design Methods to Minimize Side Effects of Online Courses
resolves10.24059/olj.v4i1.1909
Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings
resolves10.1037/0022-0663.96.4.731
A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents.
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Does Technology Enhance Actual Student Learning? The Case of Online Discussion Boards
resolves10.3928/0148-4834-20000401-04
Comparison of Student Outcomes and Preferences in a Traditional vs. World Wide Web-Based Baccalaureate Nursing Research Course
resolves10.1080/01587910600653215
A Flow Theory Perspective on Learner Motivation and Behavior in Distance Education
resolves10.1080/15391523.2007.10782489
The Effect of Student Choice of Online Discussion Format on Tiered Achievement and Student Satisfaction
resolves10.1177/1052562904271199
A Structural Equation Model of Predictors for Effective Online Learning
resolves10.1037/1089-2699.7.3.214
I'm a hypocrite, but so is everyone else: Group support and the reduction of cognitive dissonance.
resolves10.3102/00346543074003317
Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research
resolves10.1177/002224378001700405
A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions
resolves10.1080/08923640109527073
Identifying at‐risk students in videoconferencing and web‐based distance education
resolves10.1006/ceps.1998.0991
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
resolves10.1006/ceps.1995.1029
Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving
resolves10.24059/olj.v6i1.1870
BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE
resolves10.1080/08923640802039024
Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
resolves10.3200/joer.98.4.222-233
Predicting Preservice Teachers' Cognitive Engagement With Goals and Epistemological Beliefs
resolves10.1080/08886504.1999.10782621
Is Choice Important in Distance Learning? A Study of Student Motives for Taking Internet-Based Courses at the High School and Community College Levels
resolves10.1177/003172170608800107
Virtually Successful: Defeating the Dropout Problem through Online School Programs
resolves10.1109/cie.2002.1185902
Students' choice of learning methods: seeking the best mix of face-to-face and e-interactions
resolves10.1126/science.8418494
Mathematics Achievement of Chinese, Japanese, and American Children: Ten Years Later
resolves10.1080/0158791010220208
Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses
resolves10.1080/08923649609526939
Student perceptions of the affective experiences encountered in distance learning courses
resolves10.3200/joeb.79.6.360-366
Distance Learning in an Accounting Principles Course—Student Satisfaction and Perceptions of Efficacy
resolves10.1111/j.1540-4560.1969.tb00619.x
Attitudes versus Actions: The Relationship of Verbal and Overt Behavioral Responses to Attitude Objects
resolves10.1016/j.lindif.2004.11.003
Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students
The 44 references without a DOI — listed, not checked
no DOI — not checkedOnline Nation: Five Years of Growth in Online Education
no DOI — not checkedref4
no DOI — not checkedref5
no DOI — not checkedWireless Instruction: A New Dimension in Course Delivery
no DOI — not checkedref7
no DOI — not checkedLearning, Reasoning, Motivation, and Epistemological Beliefs -Differing Approaches in College Science Courses
no DOI — not checkedref19
no DOI — not checkedMotivating Students in Distance Education
no DOI — not checkedPredicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis
no DOI — not checkedPredicting Teacher Performance With Test Scores and Grade Point Average: A Meta Analysis
no DOI — not checkedref24
no DOI — not checkedref25
no DOI — not checkedref29
no DOI — not checkedref30
no DOI — not checkedref31
no DOI — not checkedref35
no DOI — not checkedref39
no DOI — not checkedref43
no DOI — not checkedOnline Versus Traditionally-delivered Instruction: A Descriptive Study of Learner Characteristic in a Community College Setting
no DOI — not checkedRelations among student effort, perceived class difficulty appropriateness, and student evaluations of teaching: is it possible to "buy" better evaluations through lenient grading?
no DOI — not checkedFactors Influencing Attrition Rates in a Corporate Distance Education Program
no DOI — not checkedCOGNITIVE-MOTIVATIONAL CHARACTERISTICS AND SCIENCE ACHIEVEMENT OF ADOLESCENT STUDENTS: RESULTS FROM THE TIMSS 1995 AND TIMSS 1999 ASSESSMENTS
no DOI — not checkedStudent Satisfaction in the Virtual Classroom
no DOI — not checkedUnderstanding E-dropout
no DOI — not checkedJava Applets for Power and Sample Size
no DOI — not checkedAcademic self-concept: Theory, measurement, and research
no DOI — not checkedTENDERING AND BIDDING FOR ACCESS
no DOI — not checkedPredictors of Engagement and Participation in an On-Line Course
no DOI — not checkedAn Overview of the Influences of Distance Learning on Adult Learners
no DOI — not checkedAn Overview of the Influences of Distance Learning on Adult Learners
no DOI — not checkedref77
no DOI — not checkedref78
no DOI — not checkedMotivation to E-Learn Within Organizational Settings: An Exploratory Factor Structure
no DOI — not checkedref83
no DOI — not checkedPredicting Retention of Mathematics and Science Majors
no DOI — not checkedref95
no DOI — not checkedMotivation, self-confidence, and expectations as predictors of the academic performances among our high school students
no DOI — not checkedref99
no DOI — not checkedref101
no DOI — not checkedWhat do students know and how do we know that they know it?
no DOI — not checkedPredictors of Performance in the Virtual Classroom: Identifying and Helping At-Risk Cyber-Students
no DOI — not checkedref107
no DOI — not checkedref108
no DOI — not checkedChanges in perceptions of adolescents and of adolescence from course instruction
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