The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to per...

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Detalles Bibliográficos
Autores principales: De la Fuente, Jesus, Zapata, Lucía, Martínez-Vicente, Jose M., Sander, Paul, Cardelle-Elawar, María
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2014
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4404977/
https://www.ncbi.nlm.nih.gov/pubmed/25964764
http://dx.doi.org/10.3389/fpsyg.2015.00399

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4404977/
https://www.ncbi.nlm.nih.gov/pubmed/25964764
http://dx.doi.org/10.3389/fpsyg.2015.00399

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