Special Issue: Metacognition in teaching and learning || Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
CHRISTOPHER A. WOLTERS and PAUL R. PINTRICHVolume:
26
Language:
english
Journal:
Instructional Science
DOI:
10.2307/23371263
Date:
March, 1998
File:
PDF, 1.81 MB
english, 1998