What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance.

Li, Junyi; Ye, Hui; Tang, Yun; Zhou, Zongkui; Hu, Xiangen

Li, Junyi; Ye, Hui; Tang, Yun; Zhou, Zongkui; Hu, Xiangen.

Afiliação

Li J; School of Teacher Education and Psychology, Sichuan Normal University, Chengdu, China.
Ye H; School of Psychology, Central China Normal University, Wuhan, China.
Tang Y; School of Psychology, Central China Normal University, Wuhan, China.
Zhou Z; School of Psychology, Central China Normal University, Wuhan, China.
Hu X; Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan, China.

Front Psychol ; 9: 2434, 2018.

Article em En | MEDLINE | ID: mdl-30618912

Palavras-chave

academic achievement; cross-sectional studies; elementary and secondary education; meta-analysis; self-regulated learning

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Observational_studies / Prognostic_studies / Risk_factors_studies / Systematic_reviews Idioma: En Ano de publicação: 2018 Tipo de documento: Article

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