Teacher Instructional Scaffolding Improves Psychological Capital of Learners and Boosts their Self-Regulated Learning Capacities
Abstract:The present paper investigated psychological capital as an intervening variable that explains how teacher instructional scaffolding accounts for self-regulated learning of senior high school students in a cross-sectional survey. Data were obtained with adapted standardised scales from a sample of 455 (192 males and 263 females) senior high students from 15 public schools and analysed with partial least squares structural equation modelling. The results indicated that instructional scaffolding positively predic… Show more
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