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dc.contributor.authorAinley, M
dc.contributor.authorPatrick, L
dc.date.available2014-05-21T21:33:01Z
dc.date.issued2006-09-01
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000242609300008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=d4d813f4571fa7d6246bdc0dfeca3a1c
dc.identifier.citationAinley, M. & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. EDUCATIONAL PSYCHOLOGY REVIEW, 18 (3), pp.267-286. https://doi.org/10.1007/s10648-006-9018-z.
dc.identifier.issn1040-726X
dc.identifier.urihttp://hdl.handle.net/11343/28420
dc.descriptionC1 - Refereed Journal Article
dc.languageEnglish
dc.publisherSPRINGER/PLENUM PUBLISHERS
dc.subjectSpecialist Studies in Education
dc.titleMeasuring self-regulated learning processes through tracking patterns of student interaction with achievement activities
dc.typeJournal Article
dc.identifier.doi10.1007/s10648-006-9018-z
melbourne.peerreviewPeer Reviewed
melbourne.affiliationThe University of Melbourne
melbourne.affiliation.departmentBehavioural Science
melbourne.source.titleEDUCATIONAL PSYCHOLOGY REVIEW
melbourne.source.volume18
melbourne.source.issue3
melbourne.source.pages267-286
dc.research.codefor1303
melbourne.publicationid58338
melbourne.elementsid281420
melbourne.contributor.authorAinley, Mary
melbourne.contributor.authorPATRICK, MARY LYN
melbourne.internal.ingestnoteAbstract bulk upload (2017-07-20)
dc.identifier.eissn1573-336X
melbourne.accessrightsThis item is currently not available from this repository


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