DIGNATH, C. What determines whether teachers enhance self-regulated learning? Predicting teachers’ reported promotion of self-regulated learning by teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, [S. l.], v. 4, n. 5, p. 83–105, 2017. DOI: 10.14786/flr.v4i5.247. Disponível em: https://journals.sfu.ca/flr/flr/index.php/journal/article/view/247. Acesso em: 7 may. 2024.