Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation
Crossref DOI link: https://doi.org/10.1007/s10212-021-00577-7
Published Online: 2021-11-13
Published Print: 2022-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Lehmann, Thomas http://orcid.org/0000-0002-0197-3950
Text and Data Mining valid from 2021-11-13
Version of Record valid from 2021-11-13
Article History
Received: 26 March 2021
Revised: 26 July 2021
Accepted: 27 July 2021
First Online: 13 November 2021
Declarations
:
: The author declares no competing interests.