Liesje De Backer
No current affiliation with UGent
- ORCID iD
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0000-0002-4324-5433
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- Journal Article
- A1
- open access
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning
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The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
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Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics
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Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance
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Variations in socially shared metacognitive regulation and their relation with university students’ performance
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- Book Chapter
- open access
A lifespan developmental perspective on strategic processing
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Unravelling interaction patterns and writing processes during collaborative writing in sixth grade
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The functions of shared regulation during collaborative learning and their relation with students' performance
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- Conference Paper
- C3
- open access
The effect of structuring versus reflection-provoking support on students' shared metacognitive regulation
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'It 'texts' two to tango' : video-based analysis of interaction in 6th grade peer-assisted writing dyads