Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?
Year: 2015
Type: article
Authors: Christine Sontag, Heidrun Stoeger
Institution: University of Regensburg
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W981707043