Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?
Year: 2014
Type: article
Source: Metacognition and Learning
Institutions: University of Lisbon, Fundação para a Ciência e Tecnologia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2014521638