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- aggregation classification "P1".
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation date "2012".
- aggregation format "application/pdf".
- aggregation hasFormat 3121768.bibtex.
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- aggregation hasFormat 3121768.doc.
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- aggregation isPartOf urn:issn:1877-0428.
- aggregation language "eng".
- aggregation publisher "Elsevier Science".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Fostering university students' metacognitive regulation through peer tutoring".
- aggregation abstract "University students often possess insufficient metacognitive skills to self-regulate their learning adequately. This study investigates the impact of reciprocal peer tutoring (RPT) on students' adoption of metacognitive skills and on their approach to metacognitive regulation. A quasi experimental pretest-posttest design was adopted, involving an experimental (n=51) and two comparison groups; CG1 (n=24) and CG2 (n=22). Experimental students participated in the RPT-intervention. Students' regulation was assessed using think-aloud protocol analysis. Results indicate that RPT-students increasingly use metacognitive orientation, monitoring, and evaluation at posttest; evolutions which are not shown in the comparison groups. Significant effects on students' metacognitive planning could not be distinguished. Despite a significant evolution towards more deep-level comprehension monitoring for RPT-students, all participants' metacognitive regulation remains dominantly low-level.".
- aggregation authorList BK245015.
- aggregation endPage "1600".
- aggregation startPage "1594".
- aggregation volume "69".
- aggregation aggregates 3121781.
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- aggregation similarTo j.sbspro.2012.12.104.
- aggregation similarTo LU-3121768.