Correction: How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school: a person-centered approach ( vol 54 , 3 , 2025)

Samantha G. Vos; Kelly Beekman; Rob L. Martens; Renate H. M. De Groot; Lisette Wijnia

doi:10.1007/s11251-025-09766-z

Correction: How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school: a person-centered approach ( vol 54 , 3 , 2025)

Samantha G. Vos^*
, Kelly Beekman
, Rob L. Martens
, Renate H. M. De Groot
, Lisette Wijnia

^*Corresponding author for this work

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

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Original language	English
Article number	11
Number of pages	2
Journal	Instructional Science
Volume	54
Issue number	1
DOIs	https://doi.org/10.1007/s11251-025-09766-z
Publication status	Published - 12 Dec 2025

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10.1007/s11251-025-09766-z

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Vos, S. G., Beekman, K., Martens, R. L., De Groot, R. H. M., & Wijnia, L. (2025). Correction: How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school: a person-centered approach ( vol 54 , 3 , 2025). Instructional Science, 54(1), Article 11. https://doi.org/10.1007/s11251-025-09766-z

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Correction: How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school: a person-centered approach ( vol 54 , 3 , 2025). / Vos, Samantha G.; Beekman, Kelly; Martens, Rob L. et al.
In: Instructional Science, Vol. 54, No. 1, 11, 12.12.2025.

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

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AU - Wijnia, Lisette

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