VENITZ, Laura; PERELS, Franziska. The Promotion of Self-regulated Learning by Kindergarten Teachers: Differential Effects of an Indirect Intervention. International Electronic Journal of Elementary Education, [S. l.], v. 11, n. 5, p. 437–448, 2019. Disponível em: https://www.iejee.com/index.php/IEJEE/article/view/784. Acesso em: 4 aug. 2026.