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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, F
dc.contributor.authorKara, A
dc.contributor.authorEren, E
dc.date.accessioned2023-04-19T00:49:35Z
dc.date.available2023-04-19T00:49:35Z
dc.date.issued2022.01.01
dc.identifier.doi10.1007/s12144-022-03136-5
dc.identifier.eissn1936-4733
dc.identifier.endpage
dc.identifier.issn1046-1310
dc.identifier.issue
dc.identifier.startpage
dc.identifier.urihttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=dspace_ku&SrcAuth=WosAPI&KeyUT=WOS:000788942700008&DestLinkType=FullRecord&DestApp=WOS
dc.identifier.urihttps://hdl.handle.net/20.500.12597/11133
dc.identifier.volume
dc.identifier.wosWOS:000788942700008
dc.relation.ispartofCURRENT PSYCHOLOGY
dc.titleThe impact of flipped learning on the relationship between self-regulated online learning and academic procrastination
dc.typeArticle
dspace.entity.typeWos
local.indexed.atWOS
relation.isPublicationOfWosf1e20dd5-0153-4206-9ffa-b5962a2b2dde
relation.isPublicationOfWos.latestForDiscoveryf1e20dd5-0153-4206-9ffa-b5962a2b2dde

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