How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

Heidi Hyytinena Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, FinlandCorrespondence[email protected]

https://orcid.org/0000-0002-5078-1429 View further author information

Kari Nissinenb Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland

https://orcid.org/0000-0001-5064-2552 View further author information

Katri Kleemolaa Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland

https://orcid.org/0000-0002-9274-9718 View further author information

Jani Ursinb Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland

https://orcid.org/0000-0001-6557-9058 View further author information

Auli Tooma Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland

https://orcid.org/0000-0002-3261-3376 View further author information

How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

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How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

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