Implications of task structure on self-regulated learning and achievement

Educational Psychology

Volumn 29, Issue 1, 2009, Pages 1-25

  Lodewyk, Ken R ^a   Winne, Philip H ^b   Jamieson Noel, Dianne L ^b  

^a BROCK UNIVERSITY   (Canada)

^b SIMON FRASER UNIVERSITY   (Canada)

Author keywords

Cognition; Learning strategies; Motivation; Task value

Indexed keywords

EID: 60849117836     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410802447023     Document Type: Article

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