{"title":"中小转学情境下学生主观幸福感动态与学习活动自觉自我调节","authors":"T. Fomina, V. Morosanova","doi":"10.30888/978-5-6041451-4-2.1.33","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":331241,"journal":{"name":"Part I. Symposium «Agent and personality in psychology of self-regulation»","volume":"54 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school\",\"authors\":\"T. Fomina, V. Morosanova\",\"doi\":\"10.30888/978-5-6041451-4-2.1.33\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":331241,\"journal\":{\"name\":\"Part I. Symposium «Agent and personality in psychology of self-regulation»\",\"volume\":\"54 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-10-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Part I. Symposium «Agent and personality in psychology of self-regulation»\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30888/978-5-6041451-4-2.1.33\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Part I. Symposium «Agent and personality in psychology of self-regulation»","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30888/978-5-6041451-4-2.1.33","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school