Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts
Crossref DOI link: https://doi.org/10.1007/s11409-016-9164-8
Published Online: 2016-09-27
Published Print: 2017-08
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Kramarski, Bracha
Kohen, Zehavit
License valid from 2016-09-27