SCHINDLER, J.; RICHTER, T.; EYSSER, C. Mood Moderates the Effect of Self-Generation During Learning. Frontline Learning Research, [S. l.], v. 5, n. 4, p. 76–88, 2017. DOI: 10.14786/flr.v5i4.296. Disponível em: https://journals.sfu.ca/flr/index.php/journal/article/view/296. Acesso em: 1 may. 2024.