The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum
- DOI
- 10.1177/1469787406064752
- Published
- 2006-07-01
- Container
- Active Learning in Higher Education
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.1177/1469787406064752,
title = {The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum},
author = {Marianne van den Hurk},
year = {2006},
journal = {Active Learning in Higher Education},
doi = {10.1177/1469787406064752},
url = {https://doi.org/10.1177/1469787406064752}
}RIS
TY - JOUR TI - The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum AU - Marianne van den Hurk PY - 2006 JO - Active Learning in Higher Education DO - 10.1177/1469787406064752 UR - https://doi.org/10.1177/1469787406064752 ER -
APA
Hurk, M. V. D. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education. https://doi.org/10.1177/1469787406064752
Source records
- hal · retrieved 2026-11-10T10:26:56.378Z