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Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesi...

詳細記述

保存先:
書誌詳細
出版年:Front Psychol
主要な著者: de la Fuente, Jesús, Sander, Paul, Kauffman, Douglas F., Yilmaz Soylu, Meryem
フォーマット: Artigo
言語:Inglês
出版事項: Frontiers Media S.A. 2020
主題:
オンライン・アクセス:https://ncbi.nlm.nih.gov/pmc/articles/PMC7575817/
https://ncbi.nlm.nih.gov/pubmed/33117221
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.3389/fpsyg.2020.543884
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