Time perspective, approaches to learning, and academic achievement in secondary students
Previous research suggests that both the presence of an extended future time perspective and the generic use of a deep approach to learning predict academic achievement and overall adjustment to school. The present study aimed to investigate how the different dimensions of time perspective (future,...
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| Outros Autores: | , , |
| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2019
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| Assuntos: | |
| Texto completo: | http://hdl.handle.net/11328/2559 |
| País: | Portugal |
| Oai: | oai:repositorio.uportu.pt:11328/2559 |