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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Detalles Bibliográficos
Autores principales: de la Fuente, Jesús, Sander, Paul, Garzón-Umerenkova, Angélica, Vera-Martínez, Manuel Mariano, Fadda, Salvatore, Gaetha, Martha Leticia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7902717/
https://www.ncbi.nlm.nih.gov/pubmed/33643135
http://dx.doi.org/10.3389/fpsyg.2021.602904

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7902717/
https://www.ncbi.nlm.nih.gov/pubmed/33643135
http://dx.doi.org/10.3389/fpsyg.2021.602904

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