Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its p...

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Veröffentlicht in:	Frontiers in psychology Jg. 12; S. 602904
Hauptverfasser:	de la Fuente, Jesús, Sander, Paul, Garzón-Umerenkova, Angélica, Vera-Martínez, Manuel Mariano, Fadda, Salvatore, Gaetha, Martha Leticia
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Switzerland Frontiers Media 10.02.2021 Frontiers Media S.A
Schlagworte:	academic behavioral confidence Cognitive science procrastination Psychology structural equation modeling theory of self-regulated learning vs. externally-regulated learning university theory of self-regulated learning vs. externally-regulated learning academic behavioral confidence structural equation modeling procrastination university theory of self-regulated learning vs. externally-regulated learning academic behavioral confidence procrastination university structural equation modeling
ISSN:	1664-1078, 1664-1078
Online-Zugang:	Volltext
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