Self-Regulated Learning in Undergraduate Science

Abstract
Undergraduate science courses are particularly challenging for students transitioning into university. The departure from supportive high school environments can be difficult for students lacking self-directed and self-motivated learning skills. Many high-achieving school graduates entering higher education are surprised to discover they are ill-prepared to be accountable for their learning (Stanton et al., 2015). Over the past two decades,...
Paper Details
Title
Self-Regulated Learning in Undergraduate Science
Published Date
Apr 21, 2021
Volume
29
Issue
1
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