Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its p...

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Principais autores:	Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, Manuel Mariano Vera-Martínez, Salvatore Fadda, Martha Leticia Gaetha
Formato:	Artigo
Idioma:	Inglês
Publicado:	Frontiers Media S.A. 2021-02-01
Series:	Frontiers in Psychology
Assuntos:	theory of self-regulated learning vs. externally-regulated learning academic behavioral confidence procrastination university structural equation modeling
Acceso en liña:	https://www.frontiersin.org/articles/10.3389/fpsyg.2021.602904/full
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