Students reasons for use of or not use of learning strategies in Chemistry during COVID. Students who responded to learning strategies within a particular subscale such as "peer learning", "help seeking" or "task strategies" with all negative or all positive responses were emailed to why they did not use the associated learning strategies or why they fully endorsed all the learning strategies in the set. This document contains all the anonymized emailed responses. First-year Chemistry students were surveyed on their use of self-regulated learning strategies during the Covid-19 pandemic. The survey data were collected via the Learning Management System. Students responded to items such as "I make simple charts, diagrams, or tables to help me organise course material" using a Likert scale ranging from "not at all true of me" to "very true of me". These data were combined with demographic data such as home language, gender and academic history. Thus, each line in the spreadsheet corresponds to a first-year chemistry student with their demographic details and their response to each item in the survey.

Students reasons for use of or not use of learning strategies in Chemistry during COVID. Students who responded to learning strategies within a particular subscale such as "peer learning", "help seeking" or "task strategies" with all negative or all positive responses were emailed to why they did not use the associated learning strategies or why they fully endorsed all the learning strategies in the set. This document contains all the anonymized emailed responses. First-year Chemistry students were surveyed on their use of self-regulated learning strategies during the Covid-19 pandemic. The survey data were collected via the Learning Management System. Students responded to items such as "I make simple charts, diagrams, or tables to help me organise course material" using a Likert scale ranging from "not at all true of me" to "very true of me". These data were combined with demographic data such as home language, gender and academic history. Thus, each line in the spreadsheet corresponds to a first-year chemistry student with their demographic details and their response to each item in the survey.

The log and wave function files for the theoretical study of sodium and potassium metal ion coordination to the adeninate anion at DFT and CCSD level of theory; the log files of the DFT study of sodium and potassium complexed adeninate complexes with four explicit DMSO solvent molecules; and the log files for the reagents, transition states and products for the reaction path modelling of the SN2 reaction between the adeninate or sodium-complexed adeninate with benzyl chloride. The log files are opened using Gaussian software and the wave function files (wfx) are processed using AIMAll software (Version 19.10.12)

The log and wave function files for the theoretical study of sodium and potassium metal ion coordination to the adeninate anion at DFT and CCSD level of theory; the log files of the DFT study of sodium and potassium complexed adeninate complexes with four explicit DMSO solvent molecules; and the log files for the reagents, transition states and products for the reaction path modelling of the SN2 reaction between the adeninate or sodium-complexed adeninate with benzyl chloride. The log files are opened using Gaussian software and the wave function files (wfx) are processed using AIMAll software (Version 19.10.12)