Combining instructional programs:How does the combination affect the efficiency of the programs?

dc.creator	Fries, Stefan
dc.date.accessioned	2024-08-29T11:13:33Z
dc.date.available	2024-08-29T11:13:33Z
dc.date.issued	1999
dc.description	In the construction of cognitive instructional programs motivational influences are underemphasised. The objective of the present work was to show that a cognitive intervention profits from a restructuring based on motivational principles.
dc.edited_date.edited	27/11/2015
dc.format.extent	15 σ.
dc.identifier.citation	Ψυχολογία (τόμος 6) (τεύχ. 3) 327-341 (1999)
dc.identifier.uri	https://beta-pandemos.panteion.gr/handle/123456789/1998
dc.language.iso	el
dc.publisher	Ελληνική Ψυχολογική Εταιρεία
dc.subject.lcsh	Γνωστική ψυχολογία
dc.subject.lcsh	cognitive psychology
dc.subject.lcsh	Εκπαίδευση
dc.subject.lcsh	education
dc.submitted_date.submitted	27/11/2015
dc.title	Combining instructional programs:How does the combination affect the efficiency of the programs?
dc.type	άρθρο

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