Publication not explained
This publication has not yet been explained in plain language by the author(s). However, you can still read the publication.
If you are one of the authors, claim this publication so you can create a plain language summary to help more people find, understand and use it.
Featured Image
Read the Original
This page is a summary of: Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model, European Journal of Psychology of Education, December 2012, Springer Science + Business Media,
DOI: 10.1007/s10212-012-0167-9.
You can read the full text:
Contributors
The following have contributed to this page
