| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
|
Dever, Daryn A.
|
|
|
18 |
3 |
p. 659-691
|
artikel
|
| 2 |
Correction to: Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
|
Sijmkens, Elien
|
|
|
18 |
3 |
p. 845
|
artikel
|
| 3 |
Covert retrieval yields a forward testing effect across levels of successive list similarity
|
Carvalho, Monique
|
|
|
18 |
3 |
p. 847-861
|
artikel
|
| 4 |
Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy
|
Rausch, Manuel
|
|
|
18 |
3 |
p. 863-889
|
artikel
|
| 5 |
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples
|
Froese, Linda
|
|
|
18 |
3 |
p. 923-944
|
artikel
|
| 6 |
Exploring the effects of a musical play intervention on young children’s self-regulation and metacognition
|
Zachariou, Antonia
|
|
|
18 |
3 |
p. 983-1012
|
artikel
|
| 7 |
How multiple levels of metacognitive awareness operate in collaborative problem solving
|
Çini, Ahsen
|
|
|
18 |
3 |
p. 891-922
|
artikel
|
| 8 |
How to design and evaluate personalized scaffolds for self-regulated learning
|
van der Graaf, Joep
|
|
|
18 |
3 |
p. 783-810
|
artikel
|
| 9 |
Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions
|
van der Graaf, Joep
|
|
|
18 |
3 |
p. 623-629
|
artikel
|
| 10 |
Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance
|
Bernacki, Matthew L.
|
|
|
18 |
3 |
p. 711-747
|
artikel
|
| 11 |
Scaffolding self-regulated learning from causal-relations texts: Diagramming and self-assessment to improve metacomprehension accuracy?
|
Pijeira-Díaz, Héctor J.
|
|
|
18 |
3 |
p. 631-658
|
artikel
|
| 12 |
Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts
|
Sijmkens, Elien
|
|
|
18 |
3 |
p. 811-843
|
artikel
|
| 13 |
Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds
|
Zheng, Juan
|
|
|
18 |
3 |
p. 693-709
|
artikel
|
| 14 |
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes
|
Rickey, Nathan
|
|
|
18 |
3 |
p. 945-981
|
artikel
|
| 15 |
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing
|
Taub, Michelle
|
|
|
18 |
3 |
p. 749-782
|
artikel
|
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