Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study.

Katsantonis IG

DOI: 10.3390/bs16061029
Published: 2026 Jun 19
Container: Behavioral sciences (Basel, Switzerland)
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3390/bs16061029,
  title = {Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study.},
  author = {Katsantonis IG},
  year = {2026},
  journal = {Behavioral sciences (Basel, Switzerland)},
  doi = {10.3390/bs16061029},
  url = {https://doi.org/10.3390/bs16061029}
}

RIS

TY  - JOUR
TI  - Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study.
AU  - Katsantonis IG
PY  - 2026
JO  - Behavioral sciences (Basel, Switzerland)
DO  - 10.3390/bs16061029
UR  - https://doi.org/10.3390/bs16061029
ER  -

APA

IG, K. (2026). Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs16061029

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pubmed · retrieved 2026-09-25T21:31:24.712Z