Do student-defined learning issues increase quality and quantity of individual study?

Peter Verkoeijen; Remy Rikers; WWR (Wilco) te Winkel; MM van den Hurk

doi:10.1007/s10459-006-9013-7

Do student-defined learning issues increase quality and quantity of individual study?

Peter Verkoeijen, Remy Rikers, WWR (Wilco) te Winkel, MM van den Hurk

Department of Psychology, Education and Child Studies

Research output: Contribution to journal › Article › Academic › peer-review

10 Citations (Scopus)

Original language	Undefined/Unknown
Pages (from-to)	337-347
Number of pages	11
Journal	Advances in Health Sciences Education
Volume	11
DOIs	https://doi.org/10.1007/s10459-006-9013-7
Publication status	Published - 2006

Research programs

ESSB PSY

Access to Document

10.1007/s10459-006-9013-7

http://hdl.handle.net/1765/9342

Cite this

@article{b77d2b81c9204d3b932cab54128faaf3,

title = "Do student-defined learning issues increase quality and quantity of individual study?",

author = "Peter Verkoeijen and Remy Rikers and {te Winkel}, {WWR (Wilco)} and {van den Hurk}, MM",

year = "2006",

doi = "10.1007/s10459-006-9013-7",

language = "Undefined/Unknown",

volume = "11",

pages = "337--347",

journal = "Advances in Health Sciences Education",