Differential effects of self- vs. external-regulation on learning approaches, academic achievement, and satisfaction in undergraduate students
Palabras clave :
Undergraduate students
Satisfaction
Academic achievement
Learning approaches
SRL vs. ERL theory
Fecha de publicación :
2020
Cita:
Fuente-Arias, J. (Jesus) de la; Sander, P. (Paul); Kauffman, D. (Douglas); et al. "Differential effects of self- vs. external-regulation on learning approaches, academic achievement, and satisfaction in undergraduate students". Frontiers in Psychology. 11 (543884), 2020, 1 - 20
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Estadísticas e impacto
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