A meta-analytic review of the relationship between epistemic cognition and academic achievement.
Year: 2018
Type: article
Study designs: Systematic Review, Meta-Analysis
DOI: 10.1037/edu0000263
Institution: University of North Carolina at Chapel Hill
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2793849154