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...

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Detalles Bibliográficos
Autores principales: de la Fuente, Jesús, Sander, Paul, Kauffman, Douglas F., Yilmaz Soylu, Meryem
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7575817/
https://www.ncbi.nlm.nih.gov/pubmed/33117221
http://dx.doi.org/10.3389/fpsyg.2020.543884

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7575817/
https://www.ncbi.nlm.nih.gov/pubmed/33117221
http://dx.doi.org/10.3389/fpsyg.2020.543884

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