Self-regulation of resources in higher education
Strategic learning behaviour mediates the effect of learning strategy knowledge on academic performance
- Sebastian Trentepohl,
- Julia Waldeyer,
- Jens Fleischer,
- Julian Roelle,
- Detlev Leutner, and
- Joachim Wirth
Sebastian Trentepohl, Ruhr-Universität Bochum, Institut für Erziehungswissenschaft, Bildungspsychologie, Universitätsstraße 150, 44801 Bochum, Deutschland
https://orcid.org/0000-0001-8613-7515
Department of Educational Psychology, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany
https://orcid.org/0000-0001-8116-9200
Department of Educational Psychology, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany
https://orcid.org/0000-0002-6991-3946
Department of Research on Learning and Instruction, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany
https://orcid.org/0000-0001-9581-9120
Department of Educational Psychology, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany
https://orcid.org/0000-0001-5308-9094
Department of Instructional Psychology, Faculty of Educational Sciences, University of Duisburg-Essen, Germany
https://orcid.org/0000-0003-2414-9144
Department of Research on Learning and Instruction, Faculty of Philosophy and Educational Science, Ruhr University Bochum, Germany
Supplemental Material
1010-0652_a000374_esm1.pdf (1 MB)
