Effects of informing learners about the dangers of making overconfident judgments of learning.
Roelle J, Schmidt EM, Buchau A, Berthold K (2017)
Journal of Educational Psychology 109(1): 99-117.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Erscheinungsjahr
2017
Zeitschriftentitel
Journal of Educational Psychology
Band
109
Ausgabe
1
Seite(n)
99-117
ISSN
1939-2176, 0022-0663
Page URI
https://pub.uni-bielefeld.de/record/2908370
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Roelle J, Schmidt EM, Buchau A, Berthold K. Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology. 2017;109(1):99-117.
Roelle, J., Schmidt, E. M., Buchau, A., & Berthold, K. (2017). Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology, 109(1), 99-117. doi:10.1037/edu0000132
Roelle, Julian, Schmidt, Elisabeth Marie, Buchau, Alica, and Berthold, Kirsten. 2017. “Effects of informing learners about the dangers of making overconfident judgments of learning.”. Journal of Educational Psychology 109 (1): 99-117.
Roelle, J., Schmidt, E. M., Buchau, A., and Berthold, K. (2017). Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology 109, 99-117.
Roelle, J., et al., 2017. Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology, 109(1), p 99-117.
J. Roelle, et al., “Effects of informing learners about the dangers of making overconfident judgments of learning.”, Journal of Educational Psychology, vol. 109, 2017, pp. 99-117.
Roelle, J., Schmidt, E.M., Buchau, A., Berthold, K.: Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology. 109, 99-117 (2017).
Roelle, Julian, Schmidt, Elisabeth Marie, Buchau, Alica, and Berthold, Kirsten. “Effects of informing learners about the dangers of making overconfident judgments of learning.”. Journal of Educational Psychology 109.1 (2017): 99-117.
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