The Effects of Self-Regulated Mathematics Instruction with Integrated Cognitive and Metacognitive Strategies on High School Students' Self-Regulation Skills, Attitudes Toward Mathematics, and Motivation in Mathematics.
- DOI
- 10.3390/bs16101843
- Published
- 2026 Oct 8
- Container
- Behavioral sciences (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- yes
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Cite this work
BibTeX
@article{allodium:10.3390/bs16101843,
title = {The Effects of Self-Regulated Mathematics Instruction with Integrated Cognitive and Metacognitive Strategies on High School Students' Self-Regulation Skills, Attitudes Toward Mathematics, and Motivation in Mathematics.},
author = {Aydoğan R},
year = {2026},
journal = {Behavioral sciences (Basel, Switzerland)},
doi = {10.3390/bs16101843},
url = {https://doi.org/10.3390/bs16101843}
}RIS
TY - JOUR TI - The Effects of Self-Regulated Mathematics Instruction with Integrated Cognitive and Metacognitive Strategies on High School Students' Self-Regulation Skills, Attitudes Toward Mathematics, and Motivation in Mathematics. AU - Aydoğan R PY - 2026 JO - Behavioral sciences (Basel, Switzerland) DO - 10.3390/bs16101843 UR - https://doi.org/10.3390/bs16101843 ER -
APA
R, A. (2026). The Effects of Self-Regulated Mathematics Instruction with Integrated Cognitive and Metacognitive Strategies on High School Students' Self-Regulation Skills, Attitudes Toward Mathematics, and Motivation in Mathematics.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs16101843
Source records
- pubmed · retrieved 2026-11-10T07:49:27.763Z