Show
Sort by
-
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content
-
- Journal Article
- A1
- open access
Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson
-
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
-
- Journal Article
- A1
- open access
Number line estimation from kindergarten to grade 2: a longitudinal study
-
Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers
-
Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
-
Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory
-
Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors
-
- Journal Article
- A1
- open access
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
-
Metacognitive macroevaluations in mathematical problem solving