Understanding academic difficulty through self-regulated learning at a non-elite Chinese university
Discover Education · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
student self-regulationacademic difficultiesacademic performanceuniversity studentsregulatory distortionsplanningeffort regulationself-efficacyChinese higher educationInnovative Teaching and Learning MethodsEducational Strategies and EpistemologiesEducation, Achievement, and Giftedness
Come citare questo studio
徐海燕. (2026). Understanding academic difficulty through self-regulated learning at a non-elite Chinese university. Discover Education. DOI: 10.1007/s44217-026-02346-4
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