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Fostering university students' individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes

(2015)
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(UGent) and (UGent)
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  • PhD LDeBacker final.pdf
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  • Data storage fact sheet chaper 2.pdf
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  • Data storage fact sheet chapter 3.pdf
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  • Data storage fact sheet chapter 4.pdf
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  • Data storage fact sheet chapter 9.pdf
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  • Data storage fact sheet chapter 8.pdf
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  • Data storage fact sheet chapter 7.pdf
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  • Data storage fact sheet chapter 6.pdf
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Citation

Please use this url to cite or link to this publication:

Chicago
De Backer, Liesje. 2015. “Fostering University Students’ Individual and Socially Shared Metacognitive Regulation Through Reciprocal Same-age Peer Tutoring : a Study into the Impact and Interaction Processes”. Ghent, Belgium: Ghent University. Faculty of Psychology and Educational Sciences.
APA
De Backer, Liesje. (2015). Fostering university students’ individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.
Vancouver
1.
De Backer L. Fostering university students’ individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes. [Ghent, Belgium]: Ghent University. Faculty of Psychology and Educational Sciences; 2015.
MLA
De Backer, Liesje. “Fostering University Students’ Individual and Socially Shared Metacognitive Regulation Through Reciprocal Same-age Peer Tutoring : a Study into the Impact and Interaction Processes.” 2015 : n. pag. Print.
@phdthesis{6850913,
  author       = {De Backer, Liesje},
  language     = {eng},
  pages        = {377},
  publisher    = {Ghent University. Faculty of Psychology and Educational Sciences},
  school       = {Ghent University},
  title        = {Fostering university students' individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes},
  year         = {2015},
}