The Effects of Matching/mismatching Learning Style and Learning Task on Academic Self-efficacy in College Students
The problem under investigation in this study is whether or not matching or mismatching learning style to learning style task has an effect on students’ perceptions of academic self-efficacy and self-efficacy for self-regulated learning. Sixty-eight undergraduate and graduate students over the age o...
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| Format: | Others |
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Scholarship @ Claremont
2014
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| Online Access: | http://scholarship.claremont.edu/scripps_theses/457 http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1458&context=scripps_theses |