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Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. http://doi.org/10.1146/annurev-psych-113011-143823

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Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. http://doi.org/10.1080/00461520.2014.965823

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Dunlosky, J. (2013). Strengthening the student toolbox: study strategies to boost learning. American Educator, 37(3), 12–21. https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf

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Menekse, M., & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 1–24. http://doi.org/10.1080/03043797.2018.1538324

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Szucs, D., & Mammarella, I. C. (2020). Math anxiety. Educational Practices Series 31.[1] International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373402?posInSet=1&queryId=bdbc1a5c-8adc-4b98-9267-bd4487f29c5c

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Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. International Journal of Educational Research, 99, 10149. http://doi.org/10.1016/j.ijer.2019.101495

Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. En D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 19–35). Routledge/Taylor & Francis Group

Vosniadou, S., Igusti, D., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning. http://doi.org/ 10.1007/s11409-020-09258-0

Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. En D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation and performance (2nd ed.) (pp. 36-48). Routledge.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805

Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522–541. https://doi.org/10.1037/ edu0000300

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.

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