Measuring the complexity of upper primary school children's self-regulated learning: a multi-component approach
- Author
- Sabrina Vandevelde (UGent) , Hilde Van Keer (UGent) and Yves Rosseel (UGent)
- Organization
- Keywords
- METACOGNITIVE SKILLS, ELEMENTARY-SCHOOL, COVARIANCE STRUCTURE-ANALYSIS, ACADEMIC-ACHIEVEMENT, EDUCATIONAL-RESEARCH, GENDER-DIFFERENCES, MEDIATING ROLE, DETERMINATION PERSPECTIVE, MOTIVATED STRATEGIES, Self-regulated learning, REPORT INSTRUMENTS, Primary education, Factor analyses, Self-report questionnaire
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-4168688
- MLA
- Vandevelde, Sabrina, et al. “Measuring the Complexity of Upper Primary School Children’s Self-Regulated Learning: A Multi-Component Approach.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 38, no. 4, 2013, pp. 407–25, doi:10.1016/j.cedpsych.2013.09.002.
- APA
- Vandevelde, S., Van Keer, H., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: a multi-component approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 38(4), 407–425. https://doi.org/10.1016/j.cedpsych.2013.09.002
- Chicago author-date
- Vandevelde, Sabrina, Hilde Van Keer, and Yves Rosseel. 2013. “Measuring the Complexity of Upper Primary School Children’s Self-Regulated Learning: A Multi-Component Approach.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 38 (4): 407–25. https://doi.org/10.1016/j.cedpsych.2013.09.002.
- Chicago author-date (all authors)
- Vandevelde, Sabrina, Hilde Van Keer, and Yves Rosseel. 2013. “Measuring the Complexity of Upper Primary School Children’s Self-Regulated Learning: A Multi-Component Approach.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 38 (4): 407–425. doi:10.1016/j.cedpsych.2013.09.002.
- Vancouver
- 1.Vandevelde S, Van Keer H, Rosseel Y. Measuring the complexity of upper primary school children’s self-regulated learning: a multi-component approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 2013;38(4):407–25.
- IEEE
- [1]S. Vandevelde, H. Van Keer, and Y. Rosseel, “Measuring the complexity of upper primary school children’s self-regulated learning: a multi-component approach,” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 38, no. 4, pp. 407–425, 2013.
@article{4168688,
author = {{Vandevelde, Sabrina and Van Keer, Hilde and Rosseel, Yves}},
issn = {{0361-476X}},
journal = {{CONTEMPORARY EDUCATIONAL PSYCHOLOGY}},
keywords = {{METACOGNITIVE SKILLS,ELEMENTARY-SCHOOL,COVARIANCE STRUCTURE-ANALYSIS,ACADEMIC-ACHIEVEMENT,EDUCATIONAL-RESEARCH,GENDER-DIFFERENCES,MEDIATING ROLE,DETERMINATION PERSPECTIVE,MOTIVATED STRATEGIES,Self-regulated learning,REPORT INSTRUMENTS,Primary education,Factor analyses,Self-report questionnaire}},
language = {{eng}},
number = {{4}},
pages = {{407--425}},
title = {{Measuring the complexity of upper primary school children's self-regulated learning: a multi-component approach}},
url = {{http://dx.doi.org/10.1016/j.cedpsych.2013.09.002}},
volume = {{38}},
year = {{2013}},
}
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