Relationships between learning approach, procrastination and academic achievement amongst first-year university students

Autor:	Sæle, Rannveig Grøm, Dahl, Tove Irene, Sørlie, Tore, Friborg, Oddgeir
Zdroj:	Higher Education, 2017 Nov 01. 74(5), 757-774.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/26448802 Zobrazit plný text záznamu