https://www.selleckchem.com/products/pu-h71.html
05). Academic status did not influence academic self-efficacy. The school type influenced the metacognitive skill component to knowledge and control of process-regulation (disfavoring nursing school) (P less then 0.05). The academic discipline impacted the global metacognition (P less then 0.05) and its knowledge and control of self-component (P less then 0.01). Conclusions Demographic and academic status does impact metacognitive skills and global metacognition scores. Given the heterogeneous level to innate metacognitive skills, this s
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