Proceedings

Booth, P., Luckett, P. and Mladenovic, R. (1999), “The quality of learning in accounting
education: the impact of approaches to learning on academic performance”,
Accounting Education, Vol. 8, Issue 4, pp. 277-300
Chia, Y.M. (2005), “Job Offers of Multi-national Accounting Firms: The effect of Emotional
Intelligence, Extra-curricular Activities and Academic Performance”, Accounting
Education, Vol. 14, Issue 1, pp. 75-93
Collier, H.W., Mehrens, W.A., (1985), “Using multiple choice test items to improve
classroom testing of professional accounting students”, Journal of Accounting
Education, Vol. 3, Issue 2, pp. 41-51
Duff, A. (2004), “Understanding academic performance and progression of first-year
accounting and business economics undergraduates: the role of approaches to learning
and prior academic achievement”, Accounting Education, Vol. 13, Issue 4, p. 409-430
Fordham, D.R. (2009), “Worth Repeating: Paper Color May Have an Effect on Student
Performance, Issues” in Accounting Education, Vol. 24, Issue 2, pp. 187-194
Fox, A., Stevenson, L., Connelly, P., Duff, A., Dunlop, A., (2010), “Peer-mentoring
undergraduate accounting students: The influence on approaches to learning and
academic performance”, Active Learning in Higher Education, Vol. 11, Issue 2,
pp. 145-156
Gammie, E., Jones, P.L., Robertson-Millar, C., (2003), “Accountancy undergraduate
performance: a statistical model”, Accounting Education, Vol. 12, Issue 1, pp. 63-78
Gardner, C.T., Milne, M.J., Stringer, C.P. and Whiting, R.H. (2005), “Oral and Written
Communication Apprehension in Accounting Students: Curriculum Impacts and
Impacts on Academic Performance”, Accounting Education, Vol. 14, Issue 3,
pp. 313-336
Gracia, L. and Jenkins E. (2003), “A quantitative exploration of student performance on an
undergraduate accounting programme of study”, Accounting Education, Vol. 12, Issue
1, pp. 15-32
Guney, Y. (2009), “Exogenous and Endogenous Factors Influencing Students’ Performance
in Undergraduate Accounting Modules”, Accounting Education Vol. 18, Issue 1,
pp. 51-73
Harrell, A., Caldwell, C., Doty, E., (1985), “Within-person expectancy theory predictions of
accounting students’ motivation to achieve academic success”, The Accounting
Review, Vol. LX, Issue 4, p. 724
Hartnett, N., Romcke, J. and Yap, C. (2003), “Recognizing the importance of instruction style
to students’ performance: some observations from laboratory research - a research
note”, Accounting Education Vol. 12, Issue 3, pp. 313-331
Jones, S.H. and Wright, M.E (2010), “The Effects of a Hypertext Learning Aid and Cognitive
Style on Performance in Advanced Financial Accounting”, Issues in Accounting
Education, Vol. 25, Issue 1, pp. 35-58
Kealey, B.T., Holland, J. and Watson, M. (2005), “Preliminary Evidence on the Association
between Critical Thinking and Performance in Principles of Accounting”, Issues in
Accounting Education, Vol. 20, Issue 1, pp. 33-49
Koh, M.I. and Koh, H. C (1999), “The determinants of performance in an accountancy degree
programme”, Accounting Education Vol. 8, Issue 1,p p. 13-29
Lancaster, K.A.S. and Strand, C.A. (2001), “Using the Team-Learning model in a Managerial
Accounting Class: An experiment in Cooperative Learning”, Issues in Accounting
Education, Vol. 16, Issue 4, pp. 549-567
Lane, A. and Porch, M. (2002), “The impact of background factors on the performance of
nonspecialist undergraduate students on accounting models - a longitudinal study: a
research note”, Accounting Education Vol. 11, Issue 1, pp. 109-118
Lewy, A.,Bathory, Z., (1994), “The taxonomy of educational objectives in Continental
Europe, the Mediterranean, and the Middle East” in Anderson, L.W., Sosniak, L. A.
(Eds.), Bloom’s taxonomy: a forty-year retrospective. Chicago: University of Chicago
Press, pp. 174-189
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