Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

dc.contributor.author	Rosário, Pedro José Sales Luís de Fonseca
dc.contributor.author	Núñez Pérez, José Carlos
dc.contributor.author	González-Pienda García, Julio Antonio
dc.contributor.author	Lourenço, Abilio
dc.contributor.author	Valle Arias, Antonio
dc.date.accessioned	2014-03-14T07:43:34Z
dc.date.available	2014-03-14T07:43:34Z
dc.date.issued	2013
dc.identifier.citation	European Journal of Psychology of Education, 28(4), p. 1311-1331 (2013); doi:10.1007/s10212-012-0167-9
dc.identifier.issn	0256-2928
dc.identifier.uri	http://hdl.handle.net/10651/24141
dc.format.extent	p. 1311-1331
dc.language.iso	eng
dc.relation.ispartof	European Journal of Psychology of Education
dc.rights	© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2012
dc.source	WOK
dc.title	Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model
dc.type	journal article
dc.identifier.local	20141043
dc.identifier.doi	10.1007/s10212-012-0167-9
dc.relation.publisherversion	http://dx.doi.org/10.1007/s10212-012-0167-9

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