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Home / Educational Psychology, Volume 29, Number 1

Publisher: Routledge, part of the Taylor & Francis Group

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Volume 29, Number 1, January 2009

Implications of task structure on self-regulated learning and achievement
pp. 1-25(25)
Authors: Lodewyk, Ken; Winne, Philip; Jamieson-Noel, Dianne

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The relative roles of IQ and cognitive processes in reading disability
pp. 27-43(17)
Authors: Jimenez, Juan; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie

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Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach
pp. 45-68(24)
Author: Betoret, Fernando Domenech

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Academic procrastination and motivation of adolescents in Turkey
pp. 69-81(13)
Authors: Klassen, Robert; Kuzucu, Elcin

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Assessing pupils' intelligence through self, parental, and teacher estimates
pp. 83-97(15)
Authors: Chamorro-Premuzic, Tomas; Arteche, Adriane; Furnham, Adrian; Trickot, Nadine

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Adjustment to university and academic performance among disadvantaged students in South Africa
pp. 99-115(17)
Authors: Petersen, Il-haam; Louw, Johann; Dumont, Kitty

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Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments
pp. 117-138(22)
Authors: Cho, Moon-Heum; Jonassen, David

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