[
Allen, D. (2001). Getting Things Done: The Art of Stress-Free Productivity. Penguin.
]Search in Google Scholar
[
Anghel, G.A., Vlaicu, C., & Matei, L. (2023). Resilience In Higher Education-Factors. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues - EDU WORLD 2022, vol 5. European Proceedings of Educational Sciences (pp. 858–866). European Publisher https://doi.org/10.15405/epes.23045.85
]Search in Google Scholar
[
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
]Search in Google Scholar
[
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press.
]Search in Google Scholar
[
Covey, S. R. (1989). The 7 Habits of Highly Effective People. Free Press.
]Search in Google Scholar
[
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Springer. https://doi.org/10.1007/978-1-4899-2271-7
]Search in Google Scholar
[
Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner.
]Search in Google Scholar
[
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
]Search in Google Scholar
[
Gilmore, J., Wofford, A., & Maher, M. (2016). The flip side of the attrition coin: Faculty perceptions of factors supporting graduate student success. International Journal of Doctoral Studies, 11, 419–439. doi: https://doi.org/10.28945/3618
]Search in Google Scholar
[
Kuh, G., & et. al. (2006). What Matters to Student Success: A Review of the Literature . Commissioned Report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success.
]Search in Google Scholar
[
Lincă, F. I., & Matei, F. L. (2023). The Relationship Between Locus of Control and Learning Styles in University Education. Land Forces Academy Review, 28(1), 32–38.
]Search in Google Scholar
[
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
]Search in Google Scholar
[
Matei, L. (2022). Competența interculturală în contextul mobilităților internaționale. București: Editura Universitară
]Search in Google Scholar
[
Matheka, H., Jansen, E., & Hofman, A. (2020). PhD students’ background and program characteristics as related to success in Kenyan universities. International Journal of Doctoral Studies, 15, 51–71. https://doi.org.10.28945/4467
]Search in Google Scholar
[
Oh, C., & Kim, N. (2016). Success Is Relative” Comparative Social Class and Ethnic Effects in an Academic Paradox. Sociological Perspectives, 59(2), 270–295. https://doi.org.10.1177/0731121415587115
]Search in Google Scholar
[
Popescu, I. (1998). Succes. În C. Zamfir, L. Vlăsceanu 9 coord). Dicționar de Sociologie. p. 619. București: Babel.
]Search in Google Scholar
[
Rowland A., K. E. (2019). Defining and Measuring Students’ Interest in Biology: An Analysis of the Biology Education Literature. BE—Life Sciences EducationVolume 18, Issue 3, 18–34.
]Search in Google Scholar
[
Schiefele, U. (1991). Interes, learning and motivation. Educational Psychologist 26 (3–4), 299–323. https://doi.org.10.1080/00461520.1991.9653136
]Search in Google Scholar
[
Steele, C. M., & Aronson, J. (1995). Stereotype Threat and the Intellectual Test Performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811.
]Search in Google Scholar
[
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
]Search in Google Scholar
[
Weatherton*, M., & Schussler, E. (2022). Exploring Student Perspectives: How Graduate Students in a Life Science Department Define Success. CBE—Life Sciences EducationVol. 21, No. 2, 21–34.
]Search in Google Scholar
[
Werner, E. E., & Smith, R. S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Ithaca, NY: Cornell University Press.
]Search in Google Scholar
[
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70.
]Search in Google Scholar
