The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches

Combining theory-driven and data-driven approaches, this study used both self-reported and observational measures to examine: (1) the joint contributions of students’ self-reported undergraduates’ motivation and emotion in their self-regulated learning, their observed online learning interactions, a...

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Detalles Bibliográficos
Autores principales: Han, Feifei, Vaculíková, Jitka, Juklová, Kateřina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9716195/
https://www.ncbi.nlm.nih.gov/pubmed/36467195
http://dx.doi.org/10.3389/fpsyg.2022.1001202

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9716195/
https://www.ncbi.nlm.nih.gov/pubmed/36467195
http://dx.doi.org/10.3389/fpsyg.2022.1001202

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