The Effects of Socially Shared Regulation of Learning on the Computational Thinking, Motivation, and Engagement in Collaborative Learning by Teaching
Author:
Funder
Xiamen University of Technology
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11527-1.pdf
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3. Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Educational Psychology, 72(5), 593–604.
4. Baars, M., & Wijnia, L. (2018). The relation between task-specific motivational profiles and training of self-regulated learning skills. Learning and Individual Differences, 64, 125–137. https://doi.org/10.1016/j.lindif.2018.05.007.
5. Basogain, X., Olabe, M., Olabe, J. C., & Rico, M. J. (2018). Computational thinking in pre-university blended learning classrooms. Computers in Human Behavior, 80, 412–419. https://doi.org/10.1016/j.chb.2017.04.058.
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