The Impact of Reading Self-Efficacy and the Regulation of Cognition on the Reading Achievement of an Intermediate Elementary Sample
Year: 2008
Type: article
Study design: Observational Study
Author: Nevill, Mark Allen
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2132550607