The integration of cognitive, metacognitive, and affective factors in self-regulated learning: The effect of task difficulty
| dc.contributor | Efklides | |
| dc.creator | Georgiadis, Lillian | |
| dc.date.accessioned | 2024-08-29T11:12:19Z | |
| dc.date.available | 2024-08-29T11:12:19Z | |
| dc.date.issued | 2000 | |
| dc.description | The present study aimed to determine the effects of cognitive and affective factors on the process of self-regulated learning. | |
| dc.format.extent | 19 σ. | |
| dc.identifier.citation | Ψυχολογία (τόμος 7) (τεύχ. 1) 1-19 (2000) | |
| dc.identifier.uri | https://beta-pandemos.panteion.gr/handle/123456789/1633 | |
| dc.language.iso | el | |
| dc.publisher | Ελληνική Ψυχολογική Εταιρία | |
| dc.subject.lcsh | Γνωστική ψυχολογία | |
| dc.subject.lcsh | Cognitive psychology | |
| dc.subject.lcsh | Παιδοψυχολογία | |
| dc.subject.lcsh | Child psychology | |
| dc.submitted_date.submitted | 25/11/2015 | |
| dc.title | The integration of cognitive, metacognitive, and affective factors in self-regulated learning: The effect of task difficulty | |
| dc.type | άρθρο |
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