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

External organisation

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

12 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",