Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates
The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evoluti...
Saved in:
Published in | Learning and instruction Vol. 38; pp. 63 - 78 |
---|---|
Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Elsevier Ltd
01.08.2015
|
Subjects | |
Online Access | Get full text |
Cover
Loading…
Abstract | The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evolutions in individually-oriented metacognitive regulation, co-regulation, and SSMR. More specifically, higher education reciprocal peer tutoring (RPT) groups are studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70 h of recordings). Time-bound evolutions are studied by means of mixed models for logistic regression analysis allowing change points, whereas binary logistic regressions are used to examine the relation between RPT-groups' socially shared regulation focus and their regulation skills and approaches. The results indicate that RPT-groups demonstrate a significant positive evolution in SSMR and tutee-prompted co-regulation, and a significant negative evolution in tutor-prompted co-regulation. Their socially shared regulation focus is particularly correlated with orientation, monitoring, and deep-level regulation.
•The adoption of SSMR increases over time.•Collaborative learners need time to develop SSMR.•SSMR is significantly associated with orienting and monitoring.•SSMR is not significantly correlated to planning and evaluating.•SSMR shows a stronger association with deep-level compared to low-level regulation. |
---|---|
AbstractList | The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evolutions in individually-oriented metacognitive regulation, co-regulation, and SSMR. More specifically, higher education reciprocal peer tutoring (RPT) groups are studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70 h of recordings). Time-bound evolutions are studied by means of mixed models for logistic regression analysis allowing change points, whereas binary logistic regressions are used to examine the relation between RPT-groups' socially shared regulation focus and their regulation skills and approaches. The results indicate that RPT-groups demonstrate a significant positive evolution in SSMR and tutee-prompted co-regulation, and a significant negative evolution in tutor-prompted co-regulation. Their socially shared regulation focus is particularly correlated with orientation, monitoring, and deep-level regulation.
•The adoption of SSMR increases over time.•Collaborative learners need time to develop SSMR.•SSMR is significantly associated with orienting and monitoring.•SSMR is not significantly correlated to planning and evaluating.•SSMR shows a stronger association with deep-level compared to low-level regulation. |
Author | Van Keer, Hilde De Backer, Liesje Valcke, Martin |
Author_xml | – sequence: 1 givenname: Liesje surname: De Backer fullname: De Backer, Liesje email: Liesje.DeBacker@UGent.be – sequence: 2 givenname: Hilde surname: Van Keer fullname: Van Keer, Hilde – sequence: 3 givenname: Martin surname: Valcke fullname: Valcke, Martin |
BookMark | eNqNkL1OwzAURi1UJNrCO1gsTAl2nF82VMqPVIkFZsuxb4or145sp6IvwTOTqAyIieku5zu6Ogs0s84CQteUpJTQ8naXGhDeahuiH2SaEVqkJE8JoWdoTuuKJSwr2QzNSVM0SV4V2QVahLAjhOR1lc_R1_qzN85ru8VwcGaI2tmAtcUepO69k8LgHsDjOMQTtvVu6MMNDk5qYcwRhw_hQeE9RCHd1uqoDzDOt4MRkw0Lq7BWYKPujpNAx_AHls57GGkIl-i8EybA1c9dovfH9dvqOdm8Pr2s7jeJZA2JiewUzUjDsoIxBaqoCmBNq0TbsjwDQUpaZ0BpzVrBqi6vlRBtWZKirtuCKlGxJbo7eaV3IXjoeO_1Xvgjp4RPZfmO_y7Lp7Kc5HwsO44fTmMYPzxo8DxIDVaC0mO1yJXT_9F8A_XxkQg |
CitedBy_id | crossref_primary_10_1016_j_wombi_2018_08_004 crossref_primary_10_1080_00461520_2023_2294881 crossref_primary_10_1007_s11218_017_9411_0 crossref_primary_10_1111_jcal_12828 crossref_primary_10_1016_j_system_2022_102773 crossref_primary_10_1080_00131911_2018_1483892 crossref_primary_10_1016_j_lcsi_2021_100536 crossref_primary_10_1007_s10209_024_01127_w crossref_primary_10_1007_s11409_020_09229_5 crossref_primary_10_1177_2057158519861041 crossref_primary_10_1016_j_lindif_2019_02_001 crossref_primary_10_1111_test_12161 crossref_primary_10_18510_hssr_2020_8428 crossref_primary_10_1080_10573569_2016_1154488 crossref_primary_10_1080_13562517_2017_1379484 crossref_primary_10_3390_su142215345 crossref_primary_10_1177_1046496419867760 crossref_primary_10_1080_14703297_2021_1887750 crossref_primary_10_1080_10494820_2016_1276085 crossref_primary_10_1007_s11251_017_9409_1 crossref_primary_10_1080_03043797_2019_1607826 crossref_primary_10_1080_00220671_2019_1693947 crossref_primary_10_1016_j_ijer_2017_07_005 crossref_primary_10_1177_13621688241227584 crossref_primary_10_1007_s12186_023_09315_0 crossref_primary_10_1016_j_learninstruc_2021_101443 crossref_primary_10_4018_IJOPCD_2018010101 crossref_primary_10_1007_s10212_020_00511_3 crossref_primary_10_1080_01443410_2018_1444734 crossref_primary_10_1016_j_ijer_2016_10_006 crossref_primary_10_1016_j_learninstruc_2021_101527 crossref_primary_10_1007_s11251_021_09558_1 crossref_primary_10_1016_j_stueduc_2023_101304 crossref_primary_10_1111_jpr_12337 crossref_primary_10_1187_cbe_22_01_0009 crossref_primary_10_1016_j_lcsi_2022_100684 crossref_primary_10_1016_j_lcsi_2019_03_011 crossref_primary_10_1080_00220973_2015_1134419 crossref_primary_10_4102_pythagoras_v41i1_520 crossref_primary_10_3389_fpsyg_2021_747961 crossref_primary_10_1016_j_ijer_2021_101892 crossref_primary_10_1016_j_learninstruc_2017_11_004 crossref_primary_10_1057_s41599_018_0116_6 crossref_primary_10_1007_s12528_022_09318_1 crossref_primary_10_1186_s40461_017_0059_y crossref_primary_10_1080_10508422_2024_2332915 crossref_primary_10_1016_j_cedpsych_2017_01_009 crossref_primary_10_1016_j_compedu_2021_104421 |
Cites_doi | 10.1007/s11409-006-9792-5 10.1007/s11409-014-9117-z 10.1007/s11251-013-9283-4 10.1007/s10734-014-9849-3 10.1348/000709908X380772 10.1016/j.learninstruc.2005.04.002 10.1080/10573560600837578 10.1007/s11251-014-9335-4 10.1891/1945-8959.12.3.267 10.1007/s11412-010-9084-6 10.1016/j.learninstruc.2008.03.001 10.1016/j.learninstruc.2012.03.003 10.1007/s11409-014-9114-2 10.1080/00461520903213584 10.1016/j.learninstruc.2008.01.003 10.1080/02602930410001689144 10.1007/s11251-014-9322-9 10.1007/s10648-008-9095-2 10.1207/S15326985EP3701_7 10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7 10.1007/s11409-011-9068-6 10.1080/01443410.2012.742334 10.1016/j.learninstruc.2005.08.002 10.1016/S0959-4752(96)00025-4 10.1007/s11165-005-3917-8 10.1007/s11251-005-1274-7 10.1016/j.compedu.2005.04.003 10.1080/01443410500345172 10.1007/s11409-014-9118-y 10.1007/s11251-007-9034-5 10.1023/A:1022858115001 10.1007/s10648-005-8137-2 10.1007/s11251-012-9206-9 10.1007/s11409-012-9086-z 10.1007/s11251-007-9037-2 10.1007/s11251-011-9190-5 10.1023/A:1025700810376 10.1080/07370008.2011.607930 10.1207/S15327809JLS1203_1 10.1207/s15516709cog2504_1 10.1080/13803610500479991 10.1016/j.learninstruc.2010.05.002 10.1007/s11409-011-9077-5 |
ContentType | Journal Article |
Copyright | 2015 Elsevier Ltd |
Copyright_xml | – notice: 2015 Elsevier Ltd |
DBID | AAYXX CITATION |
DOI | 10.1016/j.learninstruc.2015.04.001 |
DatabaseName | CrossRef |
DatabaseTitle | CrossRef |
DatabaseTitleList | |
DeliveryMethod | fulltext_linktorsrc |
Discipline | Education Psychology |
EISSN | 1873-3263 |
EndPage | 78 |
ExternalDocumentID | 10_1016_j_learninstruc_2015_04_001 S095947521500033X |
GroupedDBID | --K --M .~1 07C 0R~ 1B1 1RT 1~. 1~5 29L 4.4 457 4G. 5GY 5VS 7-5 71M 8P~ 9JO AABNK AACTN AADFP AAEDT AAEDW AAFJI AAGJA AAGJQ AAGUQ AAIAV AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AAXUO ABIVO ABJNI ABMAC ABMMH ABOYX ABXDB ABYKQ ACDAQ ACGFS ACHQT ACRLP ACXNI ADBBV ADEZE ADHUB ADMUD AEBSH AEKER AFKWA AFTJW AFYLN AGHFR AGUBO AGYEJ AHHHB AIEXJ AIKHN AITUG AJBFU AJOXV AKYCK ALMA_UNASSIGNED_HOLDINGS AMFUW AMRAJ AOMHK ASPBG AVARZ AVWKF AXJTR AZFZN BKOJK BLXMC CS3 DU5 E.L EBS EFJIC EFLBG EJD EO8 EO9 EP2 EP3 FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HMY HVGLF HZ~ IHE J1W K-O KOM M3Y M41 MO0 N9A NCXOZ O-L O9- OAUVE OHT OKEIE OZT P-8 P-9 P2P PC. PRBVW Q38 R2- RIG ROL RPZ SCC SDF SDG SDP SES SEW SPCBC SSB SSO SSS SSY SSZ T5K TN5 ULY UQL VJK WUQ ~G- AAXKI AAYXX ADVLN AFJKZ AKRWK CITATION |
ID | FETCH-LOGICAL-c390t-cfd120932533ded575e39bdabb342ea06182e1183ba37f48daab660588b51da73 |
IEDL.DBID | AIKHN |
ISSN | 0959-4752 |
IngestDate | Thu Sep 26 18:11:03 EDT 2024 Fri Feb 23 02:21:37 EST 2024 |
IsPeerReviewed | true |
IsScholarly | true |
Keywords | Peer tutoring Time-bound evolutions Higher education Socially shared metacognitive regulation Correlations |
Language | English |
LinkModel | DirectLink |
MergedId | FETCHMERGED-LOGICAL-c390t-cfd120932533ded575e39bdabb342ea06182e1183ba37f48daab660588b51da73 |
PageCount | 16 |
ParticipantIDs | crossref_primary_10_1016_j_learninstruc_2015_04_001 elsevier_sciencedirect_doi_10_1016_j_learninstruc_2015_04_001 |
PublicationCentury | 2000 |
PublicationDate | August 2015 2015-08-00 |
PublicationDateYYYYMMDD | 2015-08-01 |
PublicationDate_xml | – month: 08 year: 2015 text: August 2015 |
PublicationDecade | 2010 |
PublicationTitle | Learning and instruction |
PublicationYear | 2015 |
Publisher | Elsevier Ltd |
Publisher_xml | – name: Elsevier Ltd |
References | Weinberger, Fischer (bib51) 2006; 46 Pastor, Guallar (bib30) 1998; 148 Johnson, Johnson (bib20) 1999 Järvenojä, Volet, Järvalä (bib19) 2013; 33 Rogat, Adams-Wiggins (bib36) 2014; 42 DiDonato (bib9) 2013; 41 Butler (bib4) 2002; 37 Grau, Whitebread (bib13) 2012; 22 Rogat, Linnenbrink-Garcia (bib37) 2011; 29 De Backer, Van Keer, Valcke (bib54) 2015; 43 Webb (bib49) 2009; 79 De Backer, L., Van Keer, H., & Valcke, M. Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring. Volet, Summers, Thurman (bib46) 2009; 19 . Pifarré, Cobos (bib33) 2010; 5 Falchikov (bib12) 2001 McLuckie, Topping (bib26) 2004; 29 Volet, Vauras, Salonen (bib48) 2009; 44 Iiskala, Vauras, Lehtinen, Salonen (bib17) 2011; 21 Khosa, Volet (bib21) 2014; 9 Kirschner, Paas, Kirschner (bib23) 2009; 21 Kline (bib24) 2004 Brown (bib3) 1987 Hurme, Palonen, Järvelä (bib16) 2006; 1 Barron (bib1) 2003; 12 Roscoe (bib38) 2014; 42 Hadwin, Järvelä, Miller (bib14) 2011 Schunk, Zimmerman (bib42) 2007; 23 Saab, van Joolingen, van Hout-Wolters (bib40) 2012; 7 Chan (bib5) 2012; 7 Duran, Monereo (bib11) 2005; 15 De Backer, Van Keer, Valcke (bib53) 2013 Rasku-Puttonen, Eteläpelto, Arvaja, Häkkinen (bib34) 2003; 31 Dillenbourg (bib10) 1999 Veenman, Elshout, Meijer (bib45) 1997; 7 Chi, Siler, Jeong, Yamauchi, Hausmann (bib7) 2001; 25 Webb, Ing, Kersting, Nemer (bib50) 2006 Schraw, Crippen, Hartley (bib41) 2006; 36 Volet, Vauras, Khosa, Iiskala (bib47) 2013 Järvelä, Järvenojä, Malmberg, Hadwin (bib18) 2013; 12 King (bib22) 1998; 10 Michinov, Michinov (bib28) 2009; 19 Topping (bib43) 2005; 25 Vauras, Volet (bib44) 2013 Meijer, Veenman, van Hout-Wolters (bib27) 2006; 12 Hadwin, Wozney, Pontin (bib15) 2005; 33 Molenaar, Sleegers, van Boxtel (bib52) 2014; 9 De Backer, Van Keer, Valcke (bib2) 2012; 40 Lajoie, Lu (bib25) 2012; 7 Robinson, Schofield, Steers-Wentzell (bib35) 2005; 17 Perry, Winne (bib32) 2013 De Smet, Van Keer, Valcke (bib8) 2009; 37 (in press). DOI Chin, Brown (bib6) 2000; 37 Pata, Sarapuu, Lehtinen (bib31) 2005; 15 Molenaar, Järvelä (bib29) 2014; 9 Roscoe, Chi (bib39) 2008; 36 Hurme (10.1016/j.learninstruc.2015.04.001_bib16) 2006; 1 King (10.1016/j.learninstruc.2015.04.001_bib22) 1998; 10 Molenaar (10.1016/j.learninstruc.2015.04.001_bib29) 2014; 9 Kline (10.1016/j.learninstruc.2015.04.001_bib24) 2004 Roscoe (10.1016/j.learninstruc.2015.04.001_bib39) 2008; 36 Hadwin (10.1016/j.learninstruc.2015.04.001_bib15) 2005; 33 De Backer (10.1016/j.learninstruc.2015.04.001_bib2) 2012; 40 Weinberger (10.1016/j.learninstruc.2015.04.001_bib51) 2006; 46 Vauras (10.1016/j.learninstruc.2015.04.001_bib44) 2013 De Backer (10.1016/j.learninstruc.2015.04.001_bib53) 2013 Roscoe (10.1016/j.learninstruc.2015.04.001_bib38) 2014; 42 Topping (10.1016/j.learninstruc.2015.04.001_bib43) 2005; 25 Volet (10.1016/j.learninstruc.2015.04.001_bib48) 2009; 44 Pata (10.1016/j.learninstruc.2015.04.001_bib31) 2005; 15 Järvelä (10.1016/j.learninstruc.2015.04.001_bib18) 2013; 12 Kirschner (10.1016/j.learninstruc.2015.04.001_bib23) 2009; 21 Grau (10.1016/j.learninstruc.2015.04.001_bib13) 2012; 22 Lajoie (10.1016/j.learninstruc.2015.04.001_bib25) 2012; 7 Chin (10.1016/j.learninstruc.2015.04.001_bib6) 2000; 37 Falchikov (10.1016/j.learninstruc.2015.04.001_bib12) 2001 Robinson (10.1016/j.learninstruc.2015.04.001_bib35) 2005; 17 Molenaar (10.1016/j.learninstruc.2015.04.001_bib52) 2014; 9 Dillenbourg (10.1016/j.learninstruc.2015.04.001_bib10) 1999 McLuckie (10.1016/j.learninstruc.2015.04.001_bib26) 2004; 29 Järvenojä (10.1016/j.learninstruc.2015.04.001_bib19) 2013; 33 Volet (10.1016/j.learninstruc.2015.04.001_bib47) 2013 Webb (10.1016/j.learninstruc.2015.04.001_bib50) 2006 Brown (10.1016/j.learninstruc.2015.04.001_bib3) 1987 Webb (10.1016/j.learninstruc.2015.04.001_bib49) 2009; 79 Butler (10.1016/j.learninstruc.2015.04.001_bib4) 2002; 37 Michinov (10.1016/j.learninstruc.2015.04.001_bib28) 2009; 19 Veenman (10.1016/j.learninstruc.2015.04.001_bib45) 1997; 7 DiDonato (10.1016/j.learninstruc.2015.04.001_bib9) 2013; 41 Pifarré (10.1016/j.learninstruc.2015.04.001_bib33) 2010; 5 Pastor (10.1016/j.learninstruc.2015.04.001_bib30) 1998; 148 Rogat (10.1016/j.learninstruc.2015.04.001_bib36) 2014; 42 Barron (10.1016/j.learninstruc.2015.04.001_bib1) 2003; 12 De Backer (10.1016/j.learninstruc.2015.04.001_bib54) 2015; 43 Duran (10.1016/j.learninstruc.2015.04.001_bib11) 2005; 15 Rogat (10.1016/j.learninstruc.2015.04.001_bib37) 2011; 29 Schraw (10.1016/j.learninstruc.2015.04.001_bib41) 2006; 36 Volet (10.1016/j.learninstruc.2015.04.001_bib46) 2009; 19 De Smet (10.1016/j.learninstruc.2015.04.001_bib8) 2009; 37 Khosa (10.1016/j.learninstruc.2015.04.001_bib21) 2014; 9 Rasku-Puttonen (10.1016/j.learninstruc.2015.04.001_bib34) 2003; 31 Johnson (10.1016/j.learninstruc.2015.04.001_bib20) 1999 Saab (10.1016/j.learninstruc.2015.04.001_bib40) 2012; 7 Chi (10.1016/j.learninstruc.2015.04.001_bib7) 2001; 25 Chan (10.1016/j.learninstruc.2015.04.001_bib5) 2012; 7 Perry (10.1016/j.learninstruc.2015.04.001_bib32) 2013 Meijer (10.1016/j.learninstruc.2015.04.001_bib27) 2006; 12 10.1016/j.learninstruc.2015.04.001_bib55 Iiskala (10.1016/j.learninstruc.2015.04.001_bib17) 2011; 21 Schunk (10.1016/j.learninstruc.2015.04.001_bib42) 2007; 23 Hadwin (10.1016/j.learninstruc.2015.04.001_bib14) 2011 |
References_xml | – year: 2001 ident: bib12 article-title: Learning together. Peer tutoring in higher education contributor: fullname: Falchikov – volume: 21 start-page: 31 year: 2009 end-page: 42 ident: bib23 article-title: A cognitive load approach to collaborative learning: united brains for complex tasks publication-title: Educational Psychology Review contributor: fullname: Kirschner – volume: 19 start-page: 43 year: 2009 end-page: 54 ident: bib28 article-title: Investigating the relationship between transactive memory and performance in collaborative learning publication-title: Learning and Instruction contributor: fullname: Michinov – volume: 23 start-page: 7 year: 2007 end-page: 25 ident: bib42 article-title: Influencing children's self-efficacy and self-regulation of reading and writing through modeling publication-title: Reading and Writing Quarterly contributor: fullname: Zimmerman – volume: 40 start-page: 559 year: 2012 end-page: 588 ident: bib2 article-title: Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and metacognitive regulation publication-title: Instructional Science contributor: fullname: Valcke – volume: 12 start-page: 267 year: 2013 end-page: 286 ident: bib18 article-title: Exploring socially shared regulation in the context of collaboration publication-title: Journal of Cognitive Education and Psychology contributor: fullname: Hadwin – volume: 9 start-page: 287 year: 2014 end-page: 307 ident: bib21 article-title: Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students' conceptual understanding? publication-title: Metacognition and Learning contributor: fullname: Volet – volume: 10 start-page: 57 year: 1998 end-page: 74 ident: bib22 article-title: Transactive peer tutoring: distributing cognition and metacognition publication-title: Educational Psychology Review contributor: fullname: King – volume: 148 start-page: 631 year: 1998 end-page: 642 ident: bib30 article-title: Use of two-segmented logistic regression to estimate change-points in epidemiologic studies publication-title: American Journal of Psychology contributor: fullname: Guallar – volume: 15 start-page: 179 year: 2005 end-page: 199 ident: bib11 article-title: Styles and sequences of collaborative learning in fixed and reciprocal peer tutoring publication-title: Learning and Instruction contributor: fullname: Monereo – volume: 7 start-page: 45 year: 2012 end-page: 62 ident: bib25 article-title: Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine? publication-title: Metacognition and Learning contributor: fullname: Lu – year: 1999 ident: bib20 article-title: Learning together and alone: Cooperative, competitive, and individualistic learning contributor: fullname: Johnson – volume: 31 start-page: 377 year: 2003 end-page: 393 ident: bib34 article-title: Is successful scaffolding an illusion? Shifting patterns of responsibility and control in teacher-student interaction in a long-term learning project publication-title: Instructional Science contributor: fullname: Häkkinen – volume: 42 start-page: 327 year: 2014 end-page: 351 ident: bib38 article-title: Self-monitoring and knowledge building in learning by teaching publication-title: Instructional Science contributor: fullname: Roscoe – volume: 36 start-page: 111 year: 2006 end-page: 139 ident: bib41 article-title: Promoting self-regulation in science education: metacognition as part of a broader perspective on learning publication-title: Research in Science Education contributor: fullname: Hartley – volume: 41 start-page: 25 year: 2013 end-page: 47 ident: bib9 article-title: Effective self- and co-regulation in collaborative learning groups: an analysis of how students regulate problem solving of authentic interdisciplinary tasks publication-title: Instructional Science contributor: fullname: DiDonato – volume: 9 start-page: 75 year: 2014 end-page: 85 ident: bib29 article-title: Sequential and temporal characteristics of self and socially regulated learning publication-title: Metacognition and Learning contributor: fullname: Järvelä – year: 2013 ident: bib53 article-title: Learning to regulate from peers? An analysis on peer tutoring groups’ metacognitive regulation publication-title: Paper presented at the 15th Biennial conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany, August 27–31, 2013 contributor: fullname: Valcke – volume: 17 start-page: 327 year: 2005 end-page: 362 ident: bib35 article-title: Peer and cross-age tutoring in math: outcomes and their design implications publication-title: Educational Psychology Review contributor: fullname: Steers-Wentzell – start-page: 45 year: 2006 end-page: 88 ident: bib50 article-title: Help seeking in cooperative learning groups publication-title: Help seeking in academic settings. Goals, groups, and context contributor: fullname: Nemer – volume: 36 start-page: 321 year: 2008 end-page: 350 ident: bib39 article-title: Tutor learning: the role of explaining and responding to questions publication-title: Instructional Science contributor: fullname: Chi – start-page: 1 year: 2013 end-page: 13 ident: bib44 article-title: The study of interpersonal regulation in learning and its challenge to the research methodology publication-title: Interpersonal regulation of learning and motivation: Methodological advances contributor: fullname: Volet – volume: 42 start-page: 879 year: 2014 end-page: 904 ident: bib36 article-title: Other-regulation in collaborative groups: Implications for regulation quality publication-title: Instructional Science contributor: fullname: Adams-Wiggins – start-page: 1 year: 1999 end-page: 15 ident: bib10 article-title: What do you mean by ‘collaborative learning’? publication-title: Collaborative learning: Cognitive and computational approaches contributor: fullname: Dillenbourg – start-page: 67 year: 2013 end-page: 101 ident: bib47 article-title: Metacognitive regulation in collaborative learning: conceptual developments and methodological contextualizations publication-title: Interpersonal regulation of learning and motivation: Methodological advances contributor: fullname: Iiskala – volume: 25 start-page: 631 year: 2005 end-page: 645 ident: bib43 article-title: Trends in peer learning publication-title: Educational Psychology contributor: fullname: Topping – volume: 21 start-page: 379 year: 2011 end-page: 393 ident: bib17 article-title: Socially shared metacognition in dyads of pupils in collaborative mathematical problem-solving processes publication-title: Learning and Instruction contributor: fullname: Salonen – volume: 15 start-page: 571 year: 2005 end-page: 587 ident: bib31 article-title: Tutor scaffolding styles of dilemma solving in network-based role-play publication-title: Learning and Instruction contributor: fullname: Lehtinen – volume: 1 start-page: 181 year: 2006 end-page: 200 ident: bib16 article-title: Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics publication-title: Metacognition and Learning contributor: fullname: Järvelä – volume: 33 start-page: 31 year: 2013 end-page: 58 ident: bib19 article-title: Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process publication-title: Educational Psychology contributor: fullname: Järvalä – volume: 19 start-page: 128 year: 2009 end-page: 143 ident: bib46 article-title: High-level co-regulation in collaborative learning: how does it emerge and how is it sustained? publication-title: Learning and Instruction contributor: fullname: Thurman – volume: 37 start-page: 109 year: 2000 end-page: 138 ident: bib6 article-title: Learning in science: a comparison of deep and surface approaches publication-title: Journal of Research in Science Teaching contributor: fullname: Brown – start-page: 65 year: 1987 end-page: 116 ident: bib3 article-title: Metacognition, executive control, self-regulation and other more mysterious mechanisms publication-title: Metacognition, motivation and understanding contributor: fullname: Brown – volume: 7 start-page: 63 year: 2012 end-page: 73 ident: bib5 article-title: Co-regulation of learning in computer-supported collaborative learning environments: a discussion publication-title: Metacognition and Learning contributor: fullname: Chan – volume: 9 start-page: 309 year: 2014 end-page: 332 ident: bib52 article-title: Metacognitive scaffolding during collaborative learning: a promising combination publication-title: Metacognition and Learning contributor: fullname: van Boxtel – start-page: 65 year: 2011 end-page: 84 ident: bib14 article-title: Self-regulated, co-regulated, and socially shared regulation of learning publication-title: Handbook of self-regulation of learning and performance contributor: fullname: Miller – start-page: 45 year: 2013 end-page: 66 ident: bib32 article-title: Tracing students' regulation of learning in complex collaborative tasks publication-title: Interpersonal regulation of learning and motivation: Methodological advances contributor: fullname: Winne – volume: 37 start-page: 59 year: 2002 end-page: 63 ident: bib4 article-title: Qualitative approaches to investigating self-regulated learning: contributions and challenges publication-title: Educational Psychologist contributor: fullname: Butler – volume: 79 start-page: 1 year: 2009 end-page: 28 ident: bib49 article-title: The teacher's role in promoting collaborative dialogue in the classroom publication-title: British Journal of Educational Psychology contributor: fullname: Webb – volume: 25 start-page: 471 year: 2001 end-page: 533 ident: bib7 article-title: Learning from human tutoring publication-title: Cognitive Science contributor: fullname: Hausmann – volume: 46 start-page: 71 year: 2006 end-page: 95 ident: bib51 article-title: A framework to analyze argumentative knowledge construction in computer-supported collaborative learning publication-title: Computers & Education contributor: fullname: Fischer – volume: 37 start-page: 87 year: 2009 end-page: 105 ident: bib8 article-title: Cross-age peer tutors in asynchronous discussion groups: a study of the evolution in tutor support publication-title: Instructional Science contributor: fullname: Valcke – year: 2004 ident: bib24 article-title: Beyond significance testing: Reforming data analysis methods in behavioral research contributor: fullname: Kline – volume: 12 start-page: 307 year: 2003 end-page: 359 ident: bib1 article-title: When smart groups fail publication-title: The Journal of the Learning Sciences contributor: fullname: Barron – volume: 29 start-page: 563 year: 2004 end-page: 584 ident: bib26 article-title: Transferable skills for online peer learning publication-title: Assessment and Evaluation in Higher Education contributor: fullname: Topping – volume: 7 start-page: 187 year: 1997 end-page: 209 ident: bib45 article-title: The generality vs. domain-specificity of metacognitive skills in novice learning across domains publication-title: Learning and Instruction contributor: fullname: Meijer – volume: 29 start-page: 375 year: 2011 end-page: 415 ident: bib37 article-title: Socially shared regulation in collaborative groups: an analysis of the interplay between quality of social regulation and group processes publication-title: Cognition and Instruction contributor: fullname: Linnenbrink-Garcia – volume: 44 start-page: 215 year: 2009 end-page: 226 ident: bib48 article-title: Self- and social regulation in learning contexts: an integrative perspective publication-title: Educational Psychologist contributor: fullname: Salonen – volume: 7 start-page: 7 year: 2012 end-page: 23 ident: bib40 article-title: Support of the collaborative inquiry process: Influence of support on task and team regulation publication-title: Metacognition and Learning contributor: fullname: van Hout-Wolters – volume: 12 start-page: 209 year: 2006 end-page: 237 ident: bib27 article-title: Metacognitive activities in text-studying and problem-solving: development of a taxonomy publication-title: Educational Research and Evaluation contributor: fullname: van Hout-Wolters – volume: 22 start-page: 401 year: 2012 end-page: 412 ident: bib13 article-title: Self and social regulation of learning during collaborative activities in the classroom: the interplay of individual and group cognition publication-title: Learning and Instruction contributor: fullname: Whitebread – volume: 43 start-page: 323 year: 2015 end-page: 344 ident: bib54 article-title: Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students’ content processing and transactive discussions publication-title: Instructional Science contributor: fullname: Valcke – volume: 33 start-page: 413 year: 2005 end-page: 450 ident: bib15 article-title: Scaffolding the appropriation of self-regulatory activity: a socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio publication-title: Instructional Science contributor: fullname: Pontin – volume: 5 start-page: 237 year: 2010 end-page: 253 ident: bib33 article-title: Promoting metacognitive skills through peer scaffolding in a CSCL environment publication-title: International Journal of Computer-Supported Collaborative Learning contributor: fullname: Cobos – volume: 1 start-page: 181 year: 2006 ident: 10.1016/j.learninstruc.2015.04.001_bib16 article-title: Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics publication-title: Metacognition and Learning doi: 10.1007/s11409-006-9792-5 contributor: fullname: Hurme – year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib53 article-title: Learning to regulate from peers? An analysis on peer tutoring groups’ metacognitive regulation contributor: fullname: De Backer – volume: 9 start-page: 287 year: 2014 ident: 10.1016/j.learninstruc.2015.04.001_bib21 article-title: Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students' conceptual understanding? publication-title: Metacognition and Learning doi: 10.1007/s11409-014-9117-z contributor: fullname: Khosa – volume: 148 start-page: 631 year: 1998 ident: 10.1016/j.learninstruc.2015.04.001_bib30 article-title: Use of two-segmented logistic regression to estimate change-points in epidemiologic studies publication-title: American Journal of Psychology contributor: fullname: Pastor – volume: 42 start-page: 327 year: 2014 ident: 10.1016/j.learninstruc.2015.04.001_bib38 article-title: Self-monitoring and knowledge building in learning by teaching publication-title: Instructional Science doi: 10.1007/s11251-013-9283-4 contributor: fullname: Roscoe – ident: 10.1016/j.learninstruc.2015.04.001_bib55 doi: 10.1007/s10734-014-9849-3 – volume: 79 start-page: 1 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib49 article-title: The teacher's role in promoting collaborative dialogue in the classroom publication-title: British Journal of Educational Psychology doi: 10.1348/000709908X380772 contributor: fullname: Webb – volume: 15 start-page: 179 year: 2005 ident: 10.1016/j.learninstruc.2015.04.001_bib11 article-title: Styles and sequences of collaborative learning in fixed and reciprocal peer tutoring publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2005.04.002 contributor: fullname: Duran – volume: 23 start-page: 7 year: 2007 ident: 10.1016/j.learninstruc.2015.04.001_bib42 article-title: Influencing children's self-efficacy and self-regulation of reading and writing through modeling publication-title: Reading and Writing Quarterly doi: 10.1080/10573560600837578 contributor: fullname: Schunk – volume: 43 start-page: 323 year: 2015 ident: 10.1016/j.learninstruc.2015.04.001_bib54 article-title: Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students’ content processing and transactive discussions publication-title: Instructional Science doi: 10.1007/s11251-014-9335-4 contributor: fullname: De Backer – volume: 12 start-page: 267 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib18 article-title: Exploring socially shared regulation in the context of collaboration publication-title: Journal of Cognitive Education and Psychology doi: 10.1891/1945-8959.12.3.267 contributor: fullname: Järvelä – volume: 5 start-page: 237 year: 2010 ident: 10.1016/j.learninstruc.2015.04.001_bib33 article-title: Promoting metacognitive skills through peer scaffolding in a CSCL environment publication-title: International Journal of Computer-Supported Collaborative Learning doi: 10.1007/s11412-010-9084-6 contributor: fullname: Pifarré – volume: 19 start-page: 128 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib46 article-title: High-level co-regulation in collaborative learning: how does it emerge and how is it sustained? publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2008.03.001 contributor: fullname: Volet – volume: 22 start-page: 401 year: 2012 ident: 10.1016/j.learninstruc.2015.04.001_bib13 article-title: Self and social regulation of learning during collaborative activities in the classroom: the interplay of individual and group cognition publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2012.03.003 contributor: fullname: Grau – volume: 9 start-page: 75 year: 2014 ident: 10.1016/j.learninstruc.2015.04.001_bib29 article-title: Sequential and temporal characteristics of self and socially regulated learning publication-title: Metacognition and Learning doi: 10.1007/s11409-014-9114-2 contributor: fullname: Molenaar – volume: 44 start-page: 215 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib48 article-title: Self- and social regulation in learning contexts: an integrative perspective publication-title: Educational Psychologist doi: 10.1080/00461520903213584 contributor: fullname: Volet – volume: 19 start-page: 43 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib28 article-title: Investigating the relationship between transactive memory and performance in collaborative learning publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2008.01.003 contributor: fullname: Michinov – volume: 29 start-page: 563 year: 2004 ident: 10.1016/j.learninstruc.2015.04.001_bib26 article-title: Transferable skills for online peer learning publication-title: Assessment and Evaluation in Higher Education doi: 10.1080/02602930410001689144 contributor: fullname: McLuckie – volume: 42 start-page: 879 year: 2014 ident: 10.1016/j.learninstruc.2015.04.001_bib36 article-title: Other-regulation in collaborative groups: Implications for regulation quality publication-title: Instructional Science doi: 10.1007/s11251-014-9322-9 contributor: fullname: Rogat – start-page: 67 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib47 article-title: Metacognitive regulation in collaborative learning: conceptual developments and methodological contextualizations contributor: fullname: Volet – volume: 21 start-page: 31 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib23 article-title: A cognitive load approach to collaborative learning: united brains for complex tasks publication-title: Educational Psychology Review doi: 10.1007/s10648-008-9095-2 contributor: fullname: Kirschner – volume: 37 start-page: 59 year: 2002 ident: 10.1016/j.learninstruc.2015.04.001_bib4 article-title: Qualitative approaches to investigating self-regulated learning: contributions and challenges publication-title: Educational Psychologist doi: 10.1207/S15326985EP3701_7 contributor: fullname: Butler – volume: 37 start-page: 109 year: 2000 ident: 10.1016/j.learninstruc.2015.04.001_bib6 article-title: Learning in science: a comparison of deep and surface approaches publication-title: Journal of Research in Science Teaching doi: 10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7 contributor: fullname: Chin – volume: 7 start-page: 7 year: 2012 ident: 10.1016/j.learninstruc.2015.04.001_bib40 article-title: Support of the collaborative inquiry process: Influence of support on task and team regulation publication-title: Metacognition and Learning doi: 10.1007/s11409-011-9068-6 contributor: fullname: Saab – start-page: 45 year: 2006 ident: 10.1016/j.learninstruc.2015.04.001_bib50 article-title: Help seeking in cooperative learning groups contributor: fullname: Webb – volume: 33 start-page: 31 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib19 article-title: Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process publication-title: Educational Psychology doi: 10.1080/01443410.2012.742334 contributor: fullname: Järvenojä – volume: 15 start-page: 571 year: 2005 ident: 10.1016/j.learninstruc.2015.04.001_bib31 article-title: Tutor scaffolding styles of dilemma solving in network-based role-play publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2005.08.002 contributor: fullname: Pata – volume: 7 start-page: 187 year: 1997 ident: 10.1016/j.learninstruc.2015.04.001_bib45 article-title: The generality vs. domain-specificity of metacognitive skills in novice learning across domains publication-title: Learning and Instruction doi: 10.1016/S0959-4752(96)00025-4 contributor: fullname: Veenman – volume: 36 start-page: 111 year: 2006 ident: 10.1016/j.learninstruc.2015.04.001_bib41 article-title: Promoting self-regulation in science education: metacognition as part of a broader perspective on learning publication-title: Research in Science Education doi: 10.1007/s11165-005-3917-8 contributor: fullname: Schraw – volume: 33 start-page: 413 year: 2005 ident: 10.1016/j.learninstruc.2015.04.001_bib15 article-title: Scaffolding the appropriation of self-regulatory activity: a socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio publication-title: Instructional Science doi: 10.1007/s11251-005-1274-7 contributor: fullname: Hadwin – volume: 46 start-page: 71 year: 2006 ident: 10.1016/j.learninstruc.2015.04.001_bib51 article-title: A framework to analyze argumentative knowledge construction in computer-supported collaborative learning publication-title: Computers & Education doi: 10.1016/j.compedu.2005.04.003 contributor: fullname: Weinberger – year: 1999 ident: 10.1016/j.learninstruc.2015.04.001_bib20 contributor: fullname: Johnson – volume: 25 start-page: 631 year: 2005 ident: 10.1016/j.learninstruc.2015.04.001_bib43 article-title: Trends in peer learning publication-title: Educational Psychology doi: 10.1080/01443410500345172 contributor: fullname: Topping – start-page: 1 year: 1999 ident: 10.1016/j.learninstruc.2015.04.001_bib10 article-title: What do you mean by ‘collaborative learning’? contributor: fullname: Dillenbourg – start-page: 45 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib32 article-title: Tracing students' regulation of learning in complex collaborative tasks contributor: fullname: Perry – volume: 9 start-page: 309 year: 2014 ident: 10.1016/j.learninstruc.2015.04.001_bib52 article-title: Metacognitive scaffolding during collaborative learning: a promising combination publication-title: Metacognition and Learning doi: 10.1007/s11409-014-9118-y contributor: fullname: Molenaar – start-page: 65 year: 2011 ident: 10.1016/j.learninstruc.2015.04.001_bib14 article-title: Self-regulated, co-regulated, and socially shared regulation of learning contributor: fullname: Hadwin – volume: 36 start-page: 321 year: 2008 ident: 10.1016/j.learninstruc.2015.04.001_bib39 article-title: Tutor learning: the role of explaining and responding to questions publication-title: Instructional Science doi: 10.1007/s11251-007-9034-5 contributor: fullname: Roscoe – volume: 10 start-page: 57 year: 1998 ident: 10.1016/j.learninstruc.2015.04.001_bib22 article-title: Transactive peer tutoring: distributing cognition and metacognition publication-title: Educational Psychology Review doi: 10.1023/A:1022858115001 contributor: fullname: King – volume: 17 start-page: 327 year: 2005 ident: 10.1016/j.learninstruc.2015.04.001_bib35 article-title: Peer and cross-age tutoring in math: outcomes and their design implications publication-title: Educational Psychology Review doi: 10.1007/s10648-005-8137-2 contributor: fullname: Robinson – volume: 41 start-page: 25 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib9 article-title: Effective self- and co-regulation in collaborative learning groups: an analysis of how students regulate problem solving of authentic interdisciplinary tasks publication-title: Instructional Science doi: 10.1007/s11251-012-9206-9 contributor: fullname: DiDonato – volume: 7 start-page: 63 year: 2012 ident: 10.1016/j.learninstruc.2015.04.001_bib5 article-title: Co-regulation of learning in computer-supported collaborative learning environments: a discussion publication-title: Metacognition and Learning doi: 10.1007/s11409-012-9086-z contributor: fullname: Chan – volume: 37 start-page: 87 year: 2009 ident: 10.1016/j.learninstruc.2015.04.001_bib8 article-title: Cross-age peer tutors in asynchronous discussion groups: a study of the evolution in tutor support publication-title: Instructional Science doi: 10.1007/s11251-007-9037-2 contributor: fullname: De Smet – start-page: 1 year: 2013 ident: 10.1016/j.learninstruc.2015.04.001_bib44 article-title: The study of interpersonal regulation in learning and its challenge to the research methodology contributor: fullname: Vauras – volume: 40 start-page: 559 year: 2012 ident: 10.1016/j.learninstruc.2015.04.001_bib2 article-title: Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and metacognitive regulation publication-title: Instructional Science doi: 10.1007/s11251-011-9190-5 contributor: fullname: De Backer – volume: 31 start-page: 377 year: 2003 ident: 10.1016/j.learninstruc.2015.04.001_bib34 article-title: Is successful scaffolding an illusion? Shifting patterns of responsibility and control in teacher-student interaction in a long-term learning project publication-title: Instructional Science doi: 10.1023/A:1025700810376 contributor: fullname: Rasku-Puttonen – volume: 29 start-page: 375 year: 2011 ident: 10.1016/j.learninstruc.2015.04.001_bib37 article-title: Socially shared regulation in collaborative groups: an analysis of the interplay between quality of social regulation and group processes publication-title: Cognition and Instruction doi: 10.1080/07370008.2011.607930 contributor: fullname: Rogat – volume: 12 start-page: 307 year: 2003 ident: 10.1016/j.learninstruc.2015.04.001_bib1 article-title: When smart groups fail publication-title: The Journal of the Learning Sciences doi: 10.1207/S15327809JLS1203_1 contributor: fullname: Barron – year: 2001 ident: 10.1016/j.learninstruc.2015.04.001_bib12 contributor: fullname: Falchikov – year: 2004 ident: 10.1016/j.learninstruc.2015.04.001_bib24 contributor: fullname: Kline – volume: 25 start-page: 471 year: 2001 ident: 10.1016/j.learninstruc.2015.04.001_bib7 article-title: Learning from human tutoring publication-title: Cognitive Science doi: 10.1207/s15516709cog2504_1 contributor: fullname: Chi – volume: 12 start-page: 209 year: 2006 ident: 10.1016/j.learninstruc.2015.04.001_bib27 article-title: Metacognitive activities in text-studying and problem-solving: development of a taxonomy publication-title: Educational Research and Evaluation doi: 10.1080/13803610500479991 contributor: fullname: Meijer – volume: 21 start-page: 379 year: 2011 ident: 10.1016/j.learninstruc.2015.04.001_bib17 article-title: Socially shared metacognition in dyads of pupils in collaborative mathematical problem-solving processes publication-title: Learning and Instruction doi: 10.1016/j.learninstruc.2010.05.002 contributor: fullname: Iiskala – start-page: 65 year: 1987 ident: 10.1016/j.learninstruc.2015.04.001_bib3 article-title: Metacognition, executive control, self-regulation and other more mysterious mechanisms contributor: fullname: Brown – volume: 7 start-page: 45 year: 2012 ident: 10.1016/j.learninstruc.2015.04.001_bib25 article-title: Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine? publication-title: Metacognition and Learning doi: 10.1007/s11409-011-9077-5 contributor: fullname: Lajoie |
SSID | ssj0004874 |
Score | 2.4145398 |
Snippet | The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e.... |
SourceID | crossref elsevier |
SourceType | Aggregation Database Publisher |
StartPage | 63 |
SubjectTerms | Correlations Higher education Peer tutoring Socially shared metacognitive regulation Time-bound evolutions |
Title | Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates |
URI | https://dx.doi.org/10.1016/j.learninstruc.2015.04.001 |
Volume | 38 |
hasFullText | 1 |
inHoldings | 1 |
isFullTextHit | |
isPrint | |
link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV07T8MwED71sXRBUECUR-UBiSm0iZ00GRiqiqqA1AUqdYv8CgSVUNEIqQs_gd-ML3HKa0FiTOKLItu572x_9x3AKUs8VwUycbjBbodJKR0RaOpQ7Ulfm19TJ4Xa5zSYzNj13J_XYFTlwiCt0vr-0qcX3tre6dne7C3TtHeLO1hsYOAHNf0pndehaeCIsQY0h1c3k-lnemRYijHjjhcaVNqjBc3LFmco1FqR6eUXyqe2RswvnPqCPeNt2LJBIxmW37UDNZ21sd6y5Wa0obXxY-tdeN_w6oh-rWYWSTOCQhYIWOZVS61fSI76BdisSO1YnZFyA32xJqsH5KWTJ53zDb_ImN_bWl-EZ4qkRYpvkSZF0nz1o7HEqh8LDGT3YDa-vBtNHFt2wZE06ueOTBQm1FLPRIJKKxPPaRoJxYWgzNPcBAChp826hApOBwkLFeciwNPVUPiu4gO6D43sOdMHQNwgoVE4oL5QknGz0klooqTUroyCsK_cDtCqk-Nlqa4RV7Szx_jr0MQ4NHGfIQevAxfVeMTf5kpsYOAP9of_tD-CFl6VNMBjaJjn-sSEJrnoQv38ze3aCfgBfPDrkw |
link.rule.ids | 315,786,790,4521,24144,27955,27956,45618,45712 |
linkProvider | Elsevier |
linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV07T8MwELZKGeiCeIry9IDEFNrEzmtgQBVVgdKFVuoW-RUIKqGiEVIXfgK_GZ_jlAILEmtyjizbue9sf_cdQqc09VwZiNRhGrsdKoRweKCIQ5QnfKV_TZUatc9B0BvRm7E_rqFOlQsDtErr-0ufbry1fdKyo9maZlnrHk6waKjhBzT9CRmvoFWIBoDXdf7-xfPQETktBfd0X7R5pTxqSF62NIPRagWel290T22FmF8otYQ83Q20bkNGfFn2ahPVVL4F1ZYtM2MLNRZebL6NPhasOqzeqnWFsxyDjAXAlf7UVKlXXIB6AZiZxI7ZGS6PzydzPHsEVjp-VgVbsIt08wdb6QuzXOLMJPiaJCmcFbMfxgJqfkwgjN1Bo-7VsNNzbNEFR5C4XTgilZBOSzwdB0oldTSnSMwl45xQTzEN_5Gn9K6EcEbClEaSMR7A3WrEfVeykOyiev6Sqz2E3SAlcRQSn0tBmd7npCSVQihXxEHUlm4TkWqQk2mprZFUpLOnZHlqEpiapE2BgddEF9V8JN9WSqJB4A_t9__Z_gSt9YZ3_aR_Pbg9QA14UxICD1Fd26ojHaQU_Ngswk-gkexo |
openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Exploring+evolutions+in+reciprocal+peer+tutoring+groups%27+socially+shared+metacognitive+regulation+and+identifying+its+metacognitive+correlates&rft.jtitle=Learning+and+instruction&rft.au=De+Backer%2C+Liesje&rft.au=Van+Keer%2C+Hilde&rft.au=Valcke%2C+Martin&rft.date=2015-08-01&rft.pub=Elsevier+Ltd&rft.issn=0959-4752&rft.eissn=1873-3263&rft.volume=38&rft.spage=63&rft.epage=78&rft_id=info:doi/10.1016%2Fj.learninstruc.2015.04.001&rft.externalDocID=S095947521500033X |
thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0959-4752&client=summon |
thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0959-4752&client=summon |
thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0959-4752&client=summon |