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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...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2022
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| Materias: | |
| 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 |