Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

  1. González, A.
  2. Paoloni, P.-V.
Revue:
Chemistry Education Research and Practice

ISSN: 1109-4028

Année de publication: 2015

Volumen: 16

Número: 3

Pages: 640-653

Type: Article

DOI: 10.1039/C5RP00058K GOOGLE SCHOLAR
La source de données: Scopus