The integration of cognitive, metacognitive and affetive factors in self-regulated learning: The effect of task difficulty
Abstract
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Georgiadis, L., & Efklides, A. (2020). The integration of cognitive, metacognitive and affetive factors in self-regulated learning: The effect of task difficulty. Psychology: The Journal of the Hellenic Psychological Society, 7(1), 1–19. https://doi.org/10.12681/psy_hps.24252
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- Vol. 7 No. 1 (2000)
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- RESEARCH PAPERS
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