Studies in Higher Education
Volume 49, 2024 - Issue 1
Articles
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/0000-0002-5078-1429View further author information
https://orcid.org/0000-0002-5078-1429View further author information, Kari Nissinenb Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finlandhttps://orcid.org/0000-0001-5064-2552View further author information
https://orcid.org/0000-0001-5064-2552View further author information, Katri Kleemolaa Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finlandhttps://orcid.org/0000-0002-9274-9718View further author information
https://orcid.org/0000-0002-9274-9718View further author information, Jani Ursinb Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finlandhttps://orcid.org/0000-0001-6557-9058View further author information
https://orcid.org/0000-0001-6557-9058View further author information & Auli Tooma Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finlandhttps://orcid.org/0000-0002-3261-3376View further author information
https://orcid.org/0000-0002-3261-3376View further author information