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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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What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies
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Using feedback requests to actively involve assessees in peer assessment : effects on the assessor's feedback content and assessee's agreement with feedback (vol 33, pg 145, 2018)
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- Journal Article
- A1
- open access
'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education
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- Journal Article
- A1
- open access
Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
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- Journal Article
- A1
- open access
Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback
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Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions?
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Basic mathematics test predicts statistics achievement and overall first year academic success
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Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance
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- Journal Article
- A1
- open access
The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills