Acar, Ö. 2024. Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. EDUCATIONAL STUDIES , vol.50, no.4 , 558-579.

Acar, Ö., (2024). Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools. EDUCATIONAL STUDIES , vol.50, no.4, 558-579.

Acar, ÖMER. "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools," EDUCATIONAL STUDIES , vol.50, no.4, 558-579, 2024

Acar, ÖMER. "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools." EDUCATIONAL STUDIES , vol.50, no.4, pp.558-579, 2024

Acar, Ö. (2024) . "Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools." EDUCATIONAL STUDIES , vol.50, no.4, pp.558-579.

@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=2024, pages={558-579} }