Influence of Causal Attribution on Self- Regulated Learning Strategies among Undergraduate Students (Only Abstract)

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DC Field	Value	Language
dc.contributor.author	Kumar, Vijay	-
dc.contributor.author	Bhalla, Jyoti	-
dc.date.accessioned	2019-12-27T05:49:42Z	-
dc.date.available	2019-12-27T05:49:42Z	-
dc.date.issued	2019-05-15	-
dc.identifier.uri	http://localhost:8080/xmlui/handle/123456789/4379	-
dc.description.abstract	The present study was aimed to explore the influence of causal attribution on the self regulated learning strategies among undergraduate students. A sample of 864 undergraduate students participated in the present study. The results indicated that the internal-stable-controllable (i.e. study habits), internal-unstable-controllable (i.e. efforts) and internalstable-uncontrollable (i.e. ability) attributions showed significant influence on various dimensions of self regulated learning strategies.	en_US
dc.language.iso	en	en_US
dc.publisher	International Journal of Recent Technology and Engineering	en_US
dc.subject	Causal Attribution	en_US
dc.subject	Self Regulated Learning Strategies	en_US
dc.subject	Undergraduate Students	en_US
dc.title	Influence of Causal Attribution on Self- Regulated Learning Strategies among Undergraduate Students (Only Abstract)	en_US
dc.type	Article	en_US
Appears in Collections:	E-Publication

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