Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions

Autor:	De Backer, Liesje, Van Keer, Hilde, Valcke, Martin
Zdroj:	Instructional Science, 2015 May 01. 43(3), 323-344.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/43575291 Zobrazit plný text záznamu Full text from SpringerLink