Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement
- Autor
- ZIMMERMAN, Barry J1 ; KITSANTAS, Anastasia2
[1] Graduate Center of the City University of New York, United States
[2] George Mason University, United States - Fuente
Contemporary educational psychology. 2014, Vol 39, Num 2, pp 145-155, 11 p ; ref : 3/4 p
- ISSN
- 0361-476X
- Campo Científico
- Cognition; Psychology, psychopathology, psychiatry
- Editor
- Elsevier, Amsterdam
- País de la publicación
- Netherlands
- Tipo de documento
- Article
- Idioma
- English
- Palabra clave de autor
- Academic achievement Self-discipline Self-regulation
- Palabra clave (fr)
- Autorégulation Discipline Efficacité personnelle Etudiant Homme Prédiction Réussite scolaire
- Palabra clave (in)
- Self regulation Discipline Self efficacy Student Human Prediction Academic achievement
- Palabra clave (es)
- Autoregulación Disciplina Eficacia personal Estudiante Hombre Predicción Logro escolar
- Clasificación
- Pascal
- 002 Biological and medical sciences / 002A Fundamental and applied biological sciences. Psychology / 002A26 Psychology. Psychophysiology / 002A26K Educational psychology / 002A26K03 Pupil and student. Academic achievement and failure
- Francis
- 770 Psychology. Psychoanalysis. Psychiatry / 770-B Psychology. Psychophysiology / 770-B11 Educational psychology / 770-B11C Pupil and student. Academic achievement and failure
- Disciplina
- Psychology. Ethology
- Procedencia
- Inist-CNRS
- Base de datos
- FRANCIS ; PASCAL
- Identificador INIST
- 28608615
Sauf mention contraire ci-dessus, le contenu de cette notice bibliographique peut être utilisé dans le cadre d’une licence CC BY 4.0 Inist-CNRS / Unless otherwise stated above, the content of this bibliographic record may be used under a CC BY 4.0 licence by Inist-CNRS / A menos que se haya señalado antes, el contenido de este registro bibliográfico puede ser utilizado al amparo de una licencia CC BY 4.0 Inist-CNRS
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DOI
10.1016/j.cedpsych.2014.03.004 
https://dx.doi.org/10.1016/j.cedpsych.2014.03.004
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