Self-regulating academic learning and achievement: The emergence of a social cognitive perspective
Year: 1990
Type: article
Source: Educational Psychology Review
DOI: 10.1007/bf01322178
Author: Barry J. Zimmerman
Institutions: The Graduate Center, CUNY, City University of New York
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
Funder: Ball State University
OpenAlex ID: W2021582351