Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students

1. de la Fuente, J.
2. Sander, P.
3. Martínez-Vicente, J.M.
4. Vera, M.
5. Garzón, A.
6. Fadda, S.

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DOI: 10.3389/FPSYG.2017.00232 GOOGLE SCHOLAR lock_openOpen access editor

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