id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
flr-247	Dignath, Charlotte	What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy	2017	23	.pdf	application/pdf	12656	598	48	4.3.3 Hypothesis 3: Teacher beliefs and teacher knowledge have direct effects on self-reported teacher behavior, with teacher beliefs being a stronger predictor than teacher knowledge. Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy Charlotte Dignath-van Ewijk Goethe University Frankfurt, Germany Article received 10 March / revised 16 August / accepted 9 October / available online 18 January	cache/flr-247.pdf	txt/flr-247.txt