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

Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Martínez-Vicente, J.M. (José Manuel); Vera-Martínez, M.M. (Manuel Mariano); Garzón-Umerenkova, A. (Angélica); Fadda, S. (Salvatore)

Authors:

Fuente-Arias, J. (Jesús) de la

Sander, P. (Paul)

Martínez-Vicente, J.M. (José Manuel)

Vera-Martínez, M.M. (Manuel Mariano)

Garzón-Umerenkova, A. (Angélica)

Fadda, S. (Salvatore)

Keywords:

Psicología
Personal self-regulation
Regulatory teaching
Learning approaches
Resilience
Engagement
Confidence
Test anxiety
Academic achievement

Issue Date:

2017

Note:

This is an open access article distributed under the Creative Commons: Atribution License (cc BY)

Citation:

de 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 - 19

URI:

https://hdl.handle.net/10171/54579

Appears in Collections:

DA - Educación y Psicología - Artículos de revista

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