Allen, J., & Robbins, S. (2010). Effects of Interest-Major Congruence, Motivation, and Academic Performance on Timely Degree Attainment. Journal of Counseling Psychology , 57 (1), 23-35.
Balduf, M. (2009). Underachievement among College Students. Journal of Advanced Academics , 20 (2), 274-294.
Bayman, P., & Mayer, R. (1988). Using Conceptual Models to Teach BASIC Computer Programming. Journal of Educational Psychology , 80 (3), 291-298.
Canadian Broadcasting Corporation. (2010, February 26). IT dropouts adding to worker shortage. Retrieved May 21, 2010, from CBC News: http://www.cbc.ca/canada/prince-edward-island/story/2010/02/26/pei-it-worker-dropout-584.html
Davidson, G., & Saveyne, W. (1992). How do learning styles relate to performance in a computer applications course? Journal of Research on Computing in Education , 24 (3), 348-357.
Frederick, S. (2005). Cognitive Reflection and Decision Making. The Journal of Economic Perspectives , 19 (4), 25-42.
George, D., Dixon, S., Stansal, E., Gelb, S., & Pheri, T. (2008). Time Diary and Questionnaire Assessment of Factors Associated with Academic and Personal Success Among University Undergraduates. Journal of American College Health , 56 (6), 706-715.
Goodwin, G., & Johnson-Laird, P. (2010). Conceptual Illusions. Cognition , 114, 253-265.
Gregorc, A. (1984). Style as a Symptom: A Phenomenological Perspective. Theory into Practice , 23 (1), 51-55.
Information and Communications Technology Council. (2008, October). Outlook for Human Resources in the Information and Communications Technology Labour Market, 2008 to 2015: Final Report. Retrieved September 20, 2009, from Information and Communications Technology Council: http://www.ictc-ctic.ca/en/Content.aspx?id=2055
John, O., Naumann, L., & Soto, C. (2008). Paradigm Shift to the Integrative Big Five Trait Taxonomy: History, Measurement, and Conceptual Issues. In O. John, R. Robins, & L. Pervin (Eds.), Handbook of Personality: Theory and Research (pp. 114-158). New York, NY, USA: Guilford Press.
Komarraju, M., & Karau, S. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences , 39, 557-567.
Le, H., Casillas, A., Robbins, S., & Langley, R. (2005). Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory. Educational and Psychological Measurement , 65 (3), 482.
Newstead, S., Bradon, P., Handley, S., Dennis, I., & Evans, J. (2006). Predicting the Difficulty of Complex Logical Reasoning Problems. Thinking and Reasoning , 12 (1), 62-90.
Peterson, C., Casillas, A., & Robbins, S. (2006). The Student Readiness Inventory and the Big Five: Examining Social Desirability and College Academic Performance. Personality and Individual Differences , 41, 663-673.
Slonim, J., Scully, S., & McAlliser, M. (2008, October). Crossroads for Canadian CS enrollment. Communications of the ACM , 51 (10), pp. 66-70.
Soloman, B., & Felder, R. (2009). Index of Learning Styles Questionnaire. Retrieved September 20, 2009, from College of Engineering, North Carolina State University: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Stanovich, K. (2002). Rationality, Intelligence, and Levels of Analysis in Cognitive Science: Is Dysrationalia Possible? In R. Sternberg (Ed.), Why Smart People Can be so Stupid (pp. 124-158). New Haven, CT: Yale University Press.
Stanovich, K., Toplak, M., & West, R. (2008). The Development of Rational Thought: A Taxonomy of Heuristics and Biases. In R. Kail (Ed.), Advances in Child Development and Behavior (Vol. 36). San Diego, CA: Academic Press.
Thomas, L., Ratcliffe, M., Woodburry, J., & Jarman, E. (2002). Learning styles and performance in the introductory programming sequence. Technical Symposium on Computer Science Education: Proceedings of the 33rd SIGCSE technical symposium on Computer science education (pp. 33-37). Covington, Kentucky: ACM.
Toplak, M., & Stanovich, K. (2002). The Domain Specificity and Generality of Disjunctive Reasoning: Searching for a Generalizable Critical Thinking Skill. Journal of Educational Psychology , 94 (1), 197-209.