Implementing a simple, scalable self-regulated learning intervention to promote graduate learners’ statistics self-efficacy and concept knowledge
Learners’ efficacy beliefs are an important determinant of their performance and future study in an academic domain, and recent work has highlighted the complexities associated with promoting learners’ statistics efficacy. The current study tested the effectiveness of a course-embedded, activity-dri...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2022-02-01
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| Series: | Journal of Statistics and Data Science Education |
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| Online Access: | http://dx.doi.org/10.1080/26939169.2022.2040402 |