Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students

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dc.contributor.authorFuente-Arias, J. (Jesús) de la
dc.contributor.authorMartínez-Vicente, J.M. (José Manuel)
dc.contributor.authorSander, P. (Paul)
dc.contributor.authorVera-Martínez, M.M. (Manuel Mariano)
dc.contributor.authorFadda, S. (Salvatore)
dc.contributor.authorGarzón-Umerenkova, A. (Angélica)
dc.date.accessioned2018-10-09T09:59:54Z
dc.date.available2018-10-09T09:59:54Z
dc.date.issued2017
dc.description.noteThis is an open access article distributed under the Creative Commons: Atribution License (cc BY)
dc.identifier.citationde la Fuente-Arias, J. (Jesús Enrique); Sander, P. (Paul); Martínez -Vicente, J. (José Manuel); et al. "Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students". Frontiers in Psychology. 8 (232), 2017, 1 - 19es
dc.identifier.urihttps://hdl.handle.net/10171/54579
dc.language.isoes
dc.relation.centerFacultad de Educación y Psicología
dc.relation.departmentEducación y Psicología
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPsicología
dc.subjectPersonal self-regulation
dc.subjectRegulatory teaching
dc.subjectLearning approaches
dc.subjectResilience
dc.subjectEngagement
dc.subjectConfidence
dc.subjectTest anxiety
dc.subjectAcademic achievement
dc.titleCombined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students
dc.typeinfo:eu-repo/semantics/article
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