Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students
Palabras clave :
Theory of self-regulated learning vs. externally-regulated learning
Academic behavioral confidence
Procrastination
University
Structural equation modeling
Fecha de publicación :
2021
Nota:
This is an open-access article distributed under the terms of the CreativeCommons Attribution License (CC BY).
Cita:
Fuente-Arias, J. (Jesus) de la; Sander, P. (Paul); Garzón-Umerenkova, A. (Angélica); et al. "Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students". Frontiers in Psychology. 12 (602904), 2021, 1 - 18
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