APA (7th ed.) Citation

Neber, H., & Schommer-Aikins, M. (2002). Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13(1), 59. https://doi.org/10.1080/13598130220132316

Chicago Style (17th ed.) Citation

Neber, Heinz, and Marlene Schommer-Aikins. "Self-regulated Science Learning with Highly Gifted Students: The Role of Cognitive, Motivational, Epistemological, and Environmental Variables." High Ability Studies 13, no. 1 (2002): 59. https://doi.org/10.1080/13598130220132316.

MLA (9th ed.) Citation

Neber, Heinz, and Marlene Schommer-Aikins. "Self-regulated Science Learning with Highly Gifted Students: The Role of Cognitive, Motivational, Epistemological, and Environmental Variables." High Ability Studies, vol. 13, no. 1, 2002, p. 59, https://doi.org/10.1080/13598130220132316.