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The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination

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dc.contributor.authorErgulec, Funda
dc.contributor.authorKara, Ahmet
dc.contributor.authorEren, Esra
dc.date.accessioned2026-01-04T16:45:18Z
dc.date.issued2022-04-29
dc.description.urihttps://doi.org/10.1007/s12144-022-03136-5
dc.identifier.doi10.1007/s12144-022-03136-5
dc.identifier.eissn1936-4733
dc.identifier.endpage19969
dc.identifier.issn1046-1310
dc.identifier.openairedoi_________::8bf1da8559a870dd884739815537a271
dc.identifier.orcid0000-0002-7236-7894
dc.identifier.orcid0000-0002-1155-619x
dc.identifier.scopus2-s2.0-85129139485
dc.identifier.startpage19955
dc.identifier.urihttps://hdl.handle.net/20.500.12597/39654
dc.identifier.volume42
dc.identifier.wos000788942700008
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofCurrent Psychology
dc.rightsCLOSED
dc.titleThe impact of flipped learning on the relationship between self-regulated online learning and academic procrastination
dc.typeArticle
dspace.entity.typePublication
local.import.sourceOpenAire
local.indexed.atWOS
local.indexed.atScopus

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