Works matching IS 15561623 AND DT 2017 AND VI 12 AND IP 2
Results: 6
Promoting preservice teachers' dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts.
- Published in:
- Metacognition & Learning, 2017, v. 12, n. 2, p. 157, doi. 10.1007/s11409-016-9164-8
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- Article
Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition.
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- Metacognition & Learning, 2017, v. 12, n. 2, p. 193, doi. 10.1007/s11409-016-9165-7
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- Article
Profiling writers: analysis of writing dynamics among college students.
- Published in:
- Metacognition & Learning, 2017, v. 12, n. 2, p. 233, doi. 10.1007/s11409-016-9166-6
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- Article
Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions.
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- Metacognition & Learning, 2017, v. 12, n. 2, p. 275, doi. 10.1007/s11409-016-9167-5
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- Article
Erratum to: Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time.
- Published in:
- 2017
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- Erratum
Extending the testing effect to self-regulated learning.
- Published in:
- Metacognition & Learning, 2017, v. 12, n. 2, p. 131, doi. 10.1007/s11409-016-9163-9
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- Article