VENITZ, L.; PERELS, F. 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://iejee.com/index.php/IEJEE/article/view/784. Acesso em: 14 mar. 2025.