Assessing motivation and learning strategy usage by dually enrolled students
Abstract Theoretical frameworks grounded in the social cognitive theory are used to discuss the need for assessing motivation, self-efficacy for learning and performance, metacognitive self-regulation of dually enrolled students. This study assessed motivation and learning strategy usage by Dually E...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2020-09-01
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| Series: | Smart Learning Environments |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40561-020-00131-w |