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Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

Crossref DOI link: https://doi.org/10.1186/s40468-022-00191-4

Published Online: 2022-09-13

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Ismail, Seyed M.

Rahul, D. R. http://orcid.org/0000-0002-4215-1769
Patra, Indrajit http://orcid.org/0000-0001-6704-2676
Rezvani, Ehsan
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Text and Data Mining valid from 2022-09-13

Version of Record valid from 2022-09-13
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Article History

Received: 5 July 2022

Accepted: 27 August 2022

First Online: 13 September 2022

Declarations

:

: The authors declare that they have no competing interests.