Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review.
Saved in:
| Title: | Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review. |
|---|---|
| Authors: | Dörrenbächer-Ulrich, Laura1 (AUTHOR) laura.doerrenbaecher@uni-saarland.de, Dilhuit, Sabrina1 (AUTHOR), Perels, Franziska1 (AUTHOR) |
| Source: | Current Psychology. May2024, Vol. 43 Issue 18, p16045-16072. 28p. |
| Database: | Sociology Source Ultimate |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
