| dc.contributor.author | Charles Magoba Muwonge | |
| dc.contributor.author | Ulrich Schiefele | |
| dc.contributor.author | Joseph Ssenyonga | |
| dc.contributor.author | Henry Kibedi | |
| dc.date.accessioned | 2021-01-10T11:55:37Z | |
| dc.date.available | 2021-01-10T11:55:37Z | |
| dc.date.issued | 2018 | |
| dc.identifier.issn | 00812463 | |
| dc.identifier.uri | https://combine.alvar.ug/handle/1/49037 | |
| dc.description.abstract | Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third wor... | |
| dc.description.sponsorship | Deutscher Akademischer Austauschdienst | |
| dc.publisher | SAGE Publications | |
| dc.relation.ispartof | South African Journal of Psychology | |
| dc.title | Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students | |
| dc.type | journal article | |
| dc.identifier.doi | 10.1177/0081246318775547 | |
| dc.identifier.mag | 2803112799 | |
| dc.identifier.lens | 023-235-230-626-094 | |
| dc.identifier.volume | 49 | |
| dc.identifier.issue | 1 | |
| dc.identifier.spage | 122 | |
| dc.identifier.epage | 135 | |
| dc.subject.lens-fields | Mathematics education | |
| dc.subject.lens-fields | Psychology | |
| dc.subject.lens-fields | Self-regulated learning | |
| dc.subject.lens-fields | Teacher education | |
| dc.subject.lens-fields | Cognitive learning | |
| dc.subject.lens-fields | Structural equation modeling |
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