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	<title>self-efficacy &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Investigating the influence of teacher strategies on academic self-efficacy and study behaviour of students in a tertiary bridging program</title>
		<link>https://ajal.net.au/investigating-the-influence-of-teacher-strategies-on-academic-self-efficacy-and-study-behaviour-of-students-in-a-tertiary-bridging-program/</link>
		
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		<pubDate>Sun, 16 Dec 2012 23:32:09 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[self-directed learning]]></category>
		<category><![CDATA[self-efficacy]]></category>
		<category><![CDATA[study behaviours]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
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					<description><![CDATA[Author/s: Patricia Whannell, Robert Whannell and Bill Allen Edition: Volume 52, Number 1, April 2012 Summary: This article describes the findings of an action research project which examined the link between academic self-efficacy and the study behaviours of students in a tertiary bridging program at a regional university in Australia. It describes the gap which &#8230; <p class="link-more"><a href="https://ajal.net.au/investigating-the-influence-of-teacher-strategies-on-academic-self-efficacy-and-study-behaviour-of-students-in-a-tertiary-bridging-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Investigating the influence of teacher strategies on academic self-efficacy and study behaviour of students in a tertiary bridging program"</span></a></p>]]></description>
		
		
		
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