Ö. Acar, "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools," EDUCATIONAL STUDIES , no.early access, pp.1-22, 2022
Acar, Ö. 2022. Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. EDUCATIONAL STUDIES , no.early access , 1-22.
Acar, Ö., (2022). Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. EDUCATIONAL STUDIES , no.early access, 1-22.
Acar, ÖMER. "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools," EDUCATIONAL STUDIES , no.early access, 1-22, 2022
Acar, ÖMER. "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools." EDUCATIONAL STUDIES , no.early access, pp.1-22, 2022
Acar, Ö. (2022) . "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools." EDUCATIONAL STUDIES , no.early access, pp.1-22.
@article{article, author={ÖMER ACAR}, title={Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools}, journal={EDUCATIONAL STUDIES}, year=2022, pages={1-22} }