Interrelations between motivational regulation, procrastination and college dropout intentions
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
-
Englisch
- Bibliographic citation
-
In: Unterrichtswissenschaft, 46, 4, S. 461-479
- Event
-
Veröffentlichung
- (where)
-
Augsburg
- (who)
-
Universität Augsburg
- (when)
-
2018
- Event
-
Veröffentlichung
- (where)
-
Berlin
- (who)
-
Springer
- (when)
-
2018
- DOI
-
10.1007/s42010-018-0029-5
- URN
-
urn:nbn:de:bvb:384-opus4-686577
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
25.03.2025, 1:45 PM CET
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Bäulke, Lisa
- Eckerlein, Nicole
- Dresel, Markus
- Universität Augsburg
- Springer
Time of origin
- 2018
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Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
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Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Profiles of emotional and motivational self-regulation following errors: associations with learning
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Student dropout at university: a phase-orientated view on quitting studies and changing majors
Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach
The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: insights from two diary studies
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Effectiveness of motivational regulation: Dependence on specific motivational problems
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Motivationsförderung im schulischen Kontext
Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Profiles of emotional and motivational self-regulation following errors: associations with learning
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Student dropout at university: a phase-orientated view on quitting studies and changing majors
Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach
The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: insights from two diary studies
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Effectiveness of motivational regulation: Dependence on specific motivational problems
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
Motivationsförderung im schulischen Kontext
Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach
Profiles of emotional and motivational self-regulation following errors: associations with learning
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Student dropout at university: a phase-orientated view on quitting studies and changing majors
Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being
Motivational school climate and teachers' achievement goal orientations: a hierarchical approach