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Pelikan, K., Luftenegger, M., Holzer, J., Korlat, S., Spiel, C. & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation and procrastination for perceived competence. Z Erziehwiss, 1-26. doi: 10.1007/s11618-021-01002-x

Learning during COVID-19: the role of self-regulated learning, motivation and procrastination for perceived competence

Cibrian, F. L., Lakes, K. D., Schuck, S. E. B., & Hayes, G. R. (2022). The potential for emerging technologies to support self-regulation in children with ADHD: A literature review. International Journal of Child-Computer Interaction, 31, 1-15. doi:https://doi.org/10.1016/j.ijcci.2021.100421

The potential for emerging technologies to support self-regulation in children with ADHD: A literature review.

Keemer, N. A. (2020). The effects of self-regulation training for preschool teachers and preschool teachers' attitudes towards self-regulation practices (Order No. AAI27838068). Available from APA PsycInfo®. (2415458450; 2020-31774-065). Retrieved from https://www.proquest.com/dissertations-theses/effects-self-regulation-training-preschool/docview/2415458450/se-2

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